Cambridge recommends about 130 guided learning hours for IGCSE Mathematics. This is the minimum time typically required to cover the content. The actual number of hours may vary depending on a student’s prior knowledge, learning pace, and the nature of any gaps or misconceptions. 

Let me explain with an example. If your child is sitting their IGCSE exams in May–June 2028, the ideal time to enrol would be July 2026. This allows us to use the summer break to identify knowledge gaps and build momentum before the academic year begins.

It may sound early, but it gives students time to learn steadily — without pressure. There’s also room for school assessments, holidays, and personal breaks. We aim to finish the course by February 2028, with a dedicated mock month in March.

Later enrolment is still possible, but it usually means more frequent lessons, fewer breaks, and added pressure to stay on track.

It depends on your child’s grade, knowledge gaps, and the timeline available. Students with more time and fewer gaps can usually spread lessons out more gradually.

We offer lesson packages of 12, 16, 24, or 32 hours every four weeks. A personalised recommendation is given after reviewing your child’s goals and current level.

It depends on availability and how late in the year you’re hoping to enrol and how close the IGCSE exam is. If there’s enough time to cover the syllabus with realistic expectations — and parents are open to a more intensive schedule — I’ll do my best to help in a structured and honest way.

Late enrolments typically require more lesson hours each week and allow less flexibility around breaks or revision.

Not at all. I work with students across a wide range of ability levels — including those who are struggling or feeling stuck. Many join because they’ve lost confidence or need clarity, and the lessons are structured to support them steadily.

Yes. I provide thoughtful updates when there’s meaningful progress or any concern to share. While I don’t send routine, generic reports, I stay in touch throughout the course — and parents are always welcome to reach out anytime.

No — I don’t. One-off lessons or crash courses may offer quick fixes, but they rarely lead to real understanding.

My approach is different: carefully sequenced sessions that build skills gradually, address gaps properly, and give students time to process. The goal isn’t speed — it’s depth, clarity, and lasting confidence.

Many do — and some are surprised by it. A parent once told me, “I don’t know what you did, but my son has fallen in love with maths. Now he wants to pursue actuarial science.”

When students begin to feel confident and see progress, their mindset often shifts.

That’s incredibly common — and often rooted in years of confusion, pressure, or fear of making mistakes.

We take a calm, step-by-step approach that helps students slow down, feel safe to think, and rebuild their confidence without judgment.

It’s not just about getting the right answer — it’s about helping them trust their thinking again and feel genuinely in control.

That’s very common — and exactly the kind of student I often support. In most cases, it’s not a lack of effort. When maths doesn’t make sense, and nothing they try seems to work, they shut down. My lessons are designed to cut through that confusion and rebuild clarity step by step — without overwhelming them. As they start to understand and see progress, confidence grows — and motivation follows.

Absolutely. The idea that some people just aren’t “maths people” is a myth. Most students who feel this way have simply never been taught maths in a way that makes sense to them.

With the right structure, language, and pace, students often discover they’re more capable than they ever believed. I’ve worked with many who once felt blocked — and are now not only improving, but thriving.

That’s not a weakness — it’s often a strength. Students who make mistakes, reflect on them, and try again tend to learn more deeply and retain concepts longer than those who get things right on the first try.

Over time, my students are trained to identify, classify, and correct their own mistakes — which builds stronger thinking and lasting confidence.

Absolutely. Once core concepts are in place, I schedule topical past paper practice so students can apply what they’ve learned while developing exam technique. This is spaced out and integrated into the course — it’s not something we cram at the end.

For students enrolled in time, March is dedicated to mock exams, with multiple papers, detailed feedback, and targeted troubleshooting to improve accuracy and confidence.