My Journey

I’ve always had a quiet confidence in mathematics. It became a natural strength early on, without extra help; it simply made sense. In my O Levels (equivalent to IGCSEs), I was the only student in my year to earn an A in both Mathematics and Additional Mathematics. I continued with A Level Mathematics, secured another A, and went on to study Maths at UCL. Although studying at UCL was a privilege, I encountered challenges I hadn’t anticipated. I had always been taught the steps, the methods, the algorithms, but not the reasons behind them.

Later, I found myself teaching in a school setting, not by design, but by circumstance. I quickly became aware of the system’s limitations. With all due respect to schools, there are too many competing priorities. I wanted to offer my students more: more time, more clarity, more meaningful connection with the subject. But within a traditional classroom, those things are often lost to timetables, administrative tasks and rigid curricula. And too often, the pressure to perform overtakes the chance to actually learn. That’s when I knew I could offer something different through tutoring — a space where both could exist: real understanding and real results.