Gillian

Doing maths differently....there are all sorts of reasons why students find maths difficult....exams questions combine verbal and non verbal reasoning - particularly challenging for those who are neurodiverse...My language background helps me break down concepts into bitesize chunks combined with my visual learner skills to explain using diagrams. Solving maths based problems includes understanding specific maths vocabulary and the different way questions are asked as well as how topics overlap using my 15 years of experience as a tutor helping students who find maths difficult.
Maths is hard work whatever your ability and needs a lot of time to learn facts and formulae as well as practising lots of different types of questions - I cannot waive a magic wand...but I will support anyone who wants to learn and work hard.. A year 10 student working at level 1 achieved a level 3 in year end exams after 6 months of help..
My aim is to help students understand what maths is all about from primary and entrance exams (including English and verbal/non verbal testing) through to GCSE with Further Maths for top set students and Functional Skills for students who find maths just very hard and then A level including Further Maths and Core Maths level 3.
Remote learning is giving me the opportunity to keep rates affordable and to offer two shorter and more frequent sessions each week to focus on specific issues as they come up. Gen Z's world is instant access to information so do not relate to long periods of concentration. There is now an abundance of excellent on line material developed for UK exams; I have many years industry experience remotely managing teams across the world using various online tools and these transferable skills are visible in student progress - a year 10 student has just achieved a level 4 in year end exams from a level 2 in December.
30 minutes means 30 minutes contact time with students followed by 5 minutes feedback with parents or follow up by email. Work is marked with comments and recommendations and returned within 24 hours. I will mark whatever is sent to me.
Online also enables long distance working with students across the UK (I am working with cousins of an existing student in London & preparing a year 5 student in Birmingham for entrance exams).
Those struggling with maths may have undiagnosed learning issues such as dyslexia or autism so require additional time to process information as well as different ways of working as they see facts from a different but very valid point of view (some covid scientists are dyslexic); a recent student sought a professional diagnosis and passed year 7 entrance exams with the correct support in place. I have personal experience of understanding family who see the world through the spectrum of autism.
I work with both higher ability students looking to achieve top grades at private schools sitting IGCSEs or those struggling with maths as well as anyone now having to resit GCSEs or switch to Functional Skills. My students include adults who are returning to work after a career break and students from both private and state schools preparing for entrance exams, Sats, (I)GCSEs, and Level 2/3 Numeracy required for professional training.

Recent students have received the maths prize for 3 consecutive years; most improved student award in year 10 and year 11. A year 6 student achieved 95% in entrance exams, coming 12 out of 3000. An A level student has progressed from 37% in year 9 exams to 82% in year 12 exams and received an A* in A level results. Another A level student with a level 7 at GCSE has secured an A grade and a place at Oxford. Two students secured a GCSE pass in maths, their only GCSE.
I also work as a mentor across all subjects supporting students with exam and revision techniques, time management and university preparation that I learnt from taking professional exams and working in industry. I work closely with parents, giving regular and honest feedback of strengths and weaknesses for the student to focus on specific areas for improvement and to build their confidence. Having a tutor is not just about additional 1-2-1 support once a week but about practising and implementing skills with topic specific homework to make a real difference.

Tutoring Experience

I have been supporting students taking entrance exams for many years for all year groups both primary and secondary. I continue to support many of these students so have an in depth knowledge of grammar school expectations to provide a benchmark for others to attain. I have taught home school students maths as well as English, physics and French/Spanish.
Online tuition has proved very beneficial allowing us to focus on specific issues in shorter but more frequent time slots since the only way to improve is through regular practice particularly in the run up to exams.
I worked online with a local school to support year 11 students as part of covid catch up; in 20/21 I was helping year 13s who had missed 4 months of teaching due to lockdown. I have recent a DBS report from the school.
A year 11 student was commended for moving up 2 levels in recent mocks; on learning of my help the head of maths commented 'Gillian is an outstanding tutor, you are fortunate to have her help'
I have been Head of Maths for an independent secondary school and a teaching assistant working with students with special needs in a local outstanding secondary school..
I have worked in a North Yorkshire primary school supporting higher ability pupils preparing for entrance exams including verbal and non verbal testing. I worked in an inner city Bradford primary school teaching higher level maths to year 6 preparing for Stats exams.
It is essential to have a thorough understanding of your subject to be able to teach/tutor and to problem solve/assess learning. In 2009/10 I attended the Maths Enhancement Course run by Bradford College, Leeds Trinity & Huddersfield University. I then completed part I of a maths PGCE at Leeds Trinity University College.

I am a qualified accountant and marked professional exams (ACCA) for a number of years I use my experience of the work place in the UK and Europe to give students a better understanding of how learning in school is relevant to the business world and employment.
With parents/students permission I can work with the student's teachers to understand their learning in school

Tutoring Approach

We all see a different rainbow. To help students understand maths, it is important to appreciate how each student thinks and processes information - a science focused student who enjoys maths will look at maths very differently to a student who excels at art but may dread maths; it is not one size fits all. (I)GCSE & A level exams now focus on problem solving so just knowing basic facts and then last minute revision is no longer sufficient to gain even a basic pass but a lot of continuous hard work (practice, practice, practice) is needed for everyone including the brightest of students as reflected in the first results for the new A level maths where 55% equated to an A grade but 74% needed for an A*. 2019 pre covid.
A mum I've worked with for 11 years always says 'if you are wanting to make real progress Gillian is your go to tutor but you will have to work very hard. If you are looking for a tutor to do your homework, find someone else'.
I use both a range of online tools and traditional text books for students to have a different view to that taught in schools of both subject practice and exam style questions to improve and maintain their understanding across the syllabus.
Maths is a linear subject based on building blocks at all levels; students often do not realise that there is a large overlap and interrelation of a few key topics rather than many individual subjects - this can make a big difference very quickly in understanding and grades.

Sats and entrance exams have also changed in style in line with GCSEs and A levels.
Passing exams at every stage is about laying out work clearly, understanding the nuances behind the questions as well as using time efficiently and effectively. Being able use different ways of answering questions and the strengths and weaknesses of each method gives students much needed confidence as well as how to prove answers. Students looking for a top grade should also have a knowledge of the next level syllabus to put learning into context., A year 12 student recently spent a taster weekend at Cambridge University and informed me they had repeated everything I was encouraging him to do!
As I am a full time tutor, I can offer students additional help between tuition via email providing clarification of points or a link to further information to support topics being taught in schools. I liaise with teachers to sychronise learning with school and to pick up any specific gaps. I also mark practice exam papers to give students feedback on exam techniques.
Parents are paying a lot of money for tuition and particularly in critical exam years my approach is to make both parents and students aware of the work and time needed to meet (aspirational) target grades and provide a individualised learning plan so that there are no surprises on results day. There is no magic wand to waive to replace hard work along with support from parents particularly if interim results are significantly below target grades.