Founder of Math Pod Tutoring Ltd – and your personal maths guide
I’ve always had a quiet confidence in maths. It made sense to me early on, without much help. In my O Levels, I was the only student in my year to earn an A in both Mathematics and Additional Mathematics. I carried that confidence through A Level Maths, earned another A, and went on to study Maths at UCL.
But at university, I encountered something unexpected.
I had always been taught the ‘how’ — the formulas, the steps, the tricks. But I hadn’t been taught the ‘why’. At UCL, understanding the theory behind the method was essential. And for the first time, I saw the limits of what I’d been taught. I could follow the methods, but I didn’t truly understand the maths.
That realisation shaped the way I teach today.
I started going back to school-level topics like quadratics and reworking them from the ground up, not as memorised steps but as connected ideas. Without knowing it, I was building my own foundation course: one that prioritised logic, structure and clarity. That’s the standard I now bring to every student I teach.
When maths is taught this way, confidence follows – because real understanding leads to real results.
I’ve been teaching for as long as I can remember — my sister, my friends, my younger brother (who jumped four grades in maths after a short stretch with me). While at UCL, I chose optional modules in Accounting at LSE and Mathematics Education at the IOE. I wasn’t planning a career in either. I was simply curious about how maths fits into the world, and how people come to understand it.
Looking back, those early choices weren’t random. They were quiet signs pointing toward the kind of teaching I do now.
Later, I began teaching in a school. It wasn’t a planned move, but it taught me a lot. I realised how little space there is in the system for deep teaching. There are too many competing priorities, too many boxes to tick, and not enough time to slow down, explain things properly or truly connect with students.
I knew I could offer something different through tutoring. More time. More clarity. More flexibility. And a pace that supports learning, not just performance.
When online learning became more mainstream during COVID, it all came together. I could finally teach in the way I had always wanted to — with focus, structure and genuine attention to each student.
No two students come in with the same relationship to maths.
Some are naturally curious and enjoy the challenge. Others have to study maths for their chosen career path but feel unsure or stuck. Some get good grades but don’t actually like the subject. And some don’t even need maths for the future, yet after learning with me, they choose to continue simply because they finally enjoy it.
My goal is not just to help students improve. It’s to shift how they see themselves as learners.
Many students come in thinking maths just isn’t their subject. That changes. They start asking more questions. They stop being afraid of getting things wrong. In fact, some begin to feel a shift in just two or three weeks — not because they’ve mastered everything, but because it finally starts making sense.
I teach in a way that’s calm, structured and deeply focused on clarity. I explain things in simple terms, and if something doesn’t make sense, we don’t move on. We find a better way. Over time, students begin to feel safe getting things wrong, and that’s where real learning begins.
We take time to connect ideas across the syllabus so that nothing feels random. We don’t learn topics in isolation, and we don’t prepare for exams by guessing what might come up. We build real understanding — the kind that stays with students and makes exams less overwhelming.
And often, it sharpens their thinking in other subjects too. Because when students learn how to think mathematically — step by step, logically and reflectively — it changes how they approach learning altogether.
Some students tell me they’re no longer scared of exams. Others say they finally understand a topic they’ve struggled with for years. Some start to enjoy maths for the first time, not because someone forced them, but because the subject started making sense.
Excellence, in my experience, is something students grow into. Not something they’re pressured into.
Math Pod offers something simple but powerful: structured, concept-based teaching that works.
This isn’t tutoring for the sake of “extra help.” It’s a full learning journey, with depth, planning and long-term strategy built in.
I only offer A Level Maths to students who’ve completed their IGCSEs with me, because strong foundations matter.
For students who start early and stay consistent, the syllabus and topical revision are typically completed by February of the exam year. This leaves time for mock exams, feedback and focused refinement.
Every lesson builds understanding first, then strategy, so exam technique becomes a natural extension of what they already know.
One thing I’m especially proud of: every student who has completed their IGCSE course with me has gone on to choose A Level Maths.
That’s not just a statistic. It’s a reflection of something deeper. For a student to choose maths at A Level, especially when their future path doesn’t require it, means they’re walking away with more than a good grade. They’re walking away with confidence. With clarity. With a new relationship to the subject.
This shift is what makes Math Pod different. We don’t just aim for improvement. We build a genuine connection. We help students see what they’re capable of, even in a subject they once found difficult or were disconnected from.
© 2025 Math Pod Tutoring
