Blaine

I am a 39 year-old prize-winning Masters graduate in Mathematics from Oxford University, in my sixteenth year as a full-time subject specialist tutor of mathematics, with over 16000 hours one-to-one, face-to-face and online experience. In earlier years, I was awarded Top Candidate Notifications in A-level Maths, A-level Further Maths, and GCSE Statistics.

I have a small number of session availabilities remaining for the newly-started academic year.

I offer both face-to-face sessions, travelling to my local clients, and online sessions worldwide, delivered using a top-of-the-range hardware suite.

I offer support in mathematics at secondary levels, from Key Stage 3 including for Common Entrance and preparation for papers for entry to individual schools, through domestic and international GCSEs for all major boards, and A-level Maths and Further Maths, including International A-levels, and the Pre-U. I have a CRB Enhanced Disclosure.

I am happy to provide my services in-person to students up to 10 miles from Wilmslow pending settlement there at the end of this year, dependent on practicalities, primarily to the semi-rural areas of Cheshire East.

Tutoring Experience

I have fifteen full academic years' experience as a full-time private tutor. My role addresses the pitfalls of a mainstream education by truly individualising it, and is perfected through thousands of hours of experience of striving to achieve precisely that with a vast array of students of differing abilities and needs.

I manage a large client book of up to eighty students at any one time and have a high volume of returning customers, attracting many personal recommendations. As one-to-one provision in a single subject is my sole business interest, the experience I have in delivering effective tutorials in mathematics is vast, for over twenty-five different qualifications and entrance examinations. Seeing my students' capabilities and confidences flourish has defined my purpose for many years… and I hope, for many more yet to come!

Tutoring Approach

One of the most important things for me has been to create a healthy engagement between my students and the subject. Traversing the mathematical landscape is an art and it can be a very uncomfortable environment for some. The subject is emotive because society makes mathematical capability a judgement over the self, and this forms several issues. Children can become dismissive of their potential and lack confidence at one end of the scale, or at the other have a relationship with the subject that is not their own and will not sustain itself. My primary business interest is in empowering students with genuine difficulties to master the subject to the point that it helps them realise life ambitions, and if I can inspire them on the way, all the better. The environment I foster is one of free exploration of idea, much like a child in a sandpit at play, without artificial bounds on discussion. A friendship group of top-set year 11 students once confided in me they collectively never understood division at primary school, and that is exactly the kind of openness I want to foster, because I am simply there to help- whether with the support of remedial arithmetic one moment or the stretch of advanced abstract algebra the next- and as such the pace and the level is entirely dictated by the knowledge base my student presents.

I am not a suited, booted assessor- nor old-school, to be frank! The feedback I've received indicates that I am very successful in creating a friendly and supportive atmosphere that encourages discussion, openness, and good efforts. My aim as a maths tutor is to help my students to 'think mathematically'; to uncover the inherent simplicity in methods and concepts and to facilitate this by offering illuminating explanations.

I am here to provide a complete teaching experience that in addition to ironing out difficulties and providing excellent exam preparation as matter of course, at no extra effort on the part of the student introduces them to the thought processes and insights of the professional mathematician. I have the STRONGEST sense of duty of care to my students and want every individual I have the privilege to work with to exceed their own expectations and the expectations of others and to walk away feeling truly proud of their achievements.