Maths Tuition to GCSE level & 11+ Exam Prep and confidence with SATs

Find out more about Edward

• 1) When did you develop an interest in your chosen field and in private tutoring?

  I developed my interest in teaching in all my subjects through the classroom—seeing how much difference a clear explanation and the right support can make. Over the last ten years, I’ve taught in a range of settings, including overseas, and I’ve worked with students with very different starting points and levels of confidence. Private tutoring grew naturally from that, because it allows me to focus on the individual: what they already understand, what’s getting in the way, and the fastest, most supportive route to progress.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I work with the core skills that sit underneath any subject, understanding, reasoning, communication, and exam technique. I love helping students turn uncertainty into clarity: breaking down difficult ideas, building good habits, and making sure they can explain their thinking confidently. If there’s something I enjoy less, it’s learning that becomes pure memorisation without understanding – so I focus on helping students genuinely ‘get it’, rather than just repeat it.

• 3) Did you have any role models; a teacher that inspired you?

  Yes, there were teachers who made learning feel calm and achievable. The ones who inspired me didn’t just know their material; they knew how to make students feel capable. They were consistent, fair, and they explained things in a way that never made you feel embarrassed for getting something wrong. That’s the approach I’ve tried to bring into my own teaching and tutoring.

• 4) What do you think are the qualities required to be a good tutor?

  A good tutor needs strong subject knowledge, but more importantly the ability to adapt and communicate clearly. It’s about listening carefully, spotting the real gap, and explaining in a way that matches how the student thinks. Patience matters, but so does structure clear goals, clear practice, and clear feedback so students can see progress and feel motivated. I also think reliability and professionalism are essential: students improve when they know they’re supported consistently.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One moment that really shaped how I teach was with a student who wasn’t struggling with understanding as much as they were struggling with time management and organising their thoughts. In lessons they had good ideas, but under pressure they’d rush, lose structure, and then feel like they’d ‘messed it up’ before they’d even started. So instead of just giving more practice, we changed the approach: we built a simple planning routine, timed it, and practised turning messy ideas into a clear sequence. Once the student had a structure to rely on, their confidence improved almost immediately and the quality of their work improved because they finally had a way to show what they knew. It really reinforced for me that the right strategy, tailored to the individual, can make all the difference.

• 6) What were the difficulties or challenges you faced or still facing in your subject?

  Early in my career, one challenge was learning that what feels obvious to an expert isn’t obvious to a learner. Teaching in different contexts, including overseas and in EAL settings, really strengthened that for me, it taught me to be precise with language, to check understanding properly, and to build up from first principles. That’s something I still take seriously: I’m always refining how I explain things so it’s as clear and accessible as possible.

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My passion is helping students make progress in a way that’s measurable and motivating, especially students who feel behind or lack confidence. I enjoy the coaching side of teaching: setting goals, building routines, and helping students develop independence so they don’t just improve now, but keep improving later. I also genuinely enjoy working with all learners; helping them feel more capable, more organised, and more in control of their learning.

• 8) What makes you a Superprof (besides answering these interview questions :-P)?

  I bring the experience of a working classroom teacher with ten years of practice helping students succeed in real school settings. I’m professional, structured, and adaptable. I assess quickly, explain clearly, and tailor lessons so students don’t waste time on things they already know. I also make progress visible, which builds confidence: students understand what they’re improving, why it matters, and what to do next. My aim is always the same help students feel calmer, clearer, and genuinely capable.