Matthew - Maths tutor - London
1st lesson free
Matthew - Maths tutor - London

Matthew's profile, diploma and contact details have been verified by our experts

Matthew

  • Rate 1,471 GHS
  • Response 1h
Matthew - Maths tutor - London
  • 5 (5 reviews)

1,471 GHS/hr

1st lesson free

Contact

1st lesson free

1st lesson free

  • Maths
  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry

Maths specialist with 16+ years’ experience | GCSE students commonly improve around 2 grades | A Level, 11+, 13+ & scholarship success

  • Maths
  • Algebra
  • Trigonometry
  • Arithmetic
  • Geometry

Lesson location

Recommended

Matthew is a respected member of our tutor community. He is highly recommended for his commitment and the quality of his lessons. An excellent choice to progress with confidence.

About Matthew

I’ve spent more than 16 years specialising in one-to-one maths tuition and have taught hundreds of students. It is common for my GCSE students to improve by around two grades, whether that means moving from a 4 to a 6 or from a 7 to a 9. At A Level I regularly help students move from Bs to As and A*s.

My biggest GCSE turnaround was from a G to an A*. Another student started with me in the bottom set in Year 9 and went on to achieve an A* at A Level, finishing top of her school.

I also specialise in 11+, 13+ and scholarship preparation. One recent student received offers from all nine schools he applied to, including St Paul’s and Westminster 13+, and won the highest academic scholarship at King’s College School.

Over the years I have successfully prepared students for most of the leading UK schools, including Eton, Harrow, Westminster, St Paul’s Girls’ School, King’s, Sevenoaks, North London Collegiate and Godolphin & Latymer.

Earlier in my career, the Head of a London secondary school noticed the progress of the students I was teaching and asked me to build and lead its maths tuition programme. I recruited and trained 45 tutors, and the programme helped produce the strongest GCSE results in the school’s history.

I was later approached about taking on similar leadership roles elsewhere, but chose to make one-to-one tuition my career. It is the part of teaching I am best at and still the part I enjoy most.

I’m serious about getting results, but I’m not particularly schoolteacher-ish. Lessons are relaxed, there is usually plenty of humour, and I want students to feel comfortable enough to think, make mistakes and challenge themselves.

Underneath that, though, I am demanding. If I think someone is capable of a 9, I’m not going to quietly settle for a 7.

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About the lesson

  • Primary school
  • Junior high school
  • SHS 1
  • +10
  • levels :

    Primary school

    Junior high school

    SHS 1

    SHS 2

    SHS 3

    BTS

    Adult Education

    Facultate (Licență)

    Master's degree

    Higher national diploma

    Doctor of philosophy

    MBA

    Pre school

  • English

All languages in which the lesson is available :

English

The goal is not to create a student who can do maths when I am sitting next to them. It is to create one who can do it without me.

To get there, my lessons start with three questions: where are we trying to get to, what is getting in the way, and how can we have some fun getting there?

I’m serious about results, but I’m not particularly schoolteacher-ish. There is usually plenty of humour in lessons, and I want students to feel relaxed enough to think, make mistakes and have a go at things without worrying about getting them wrong. We can have as much fun as we like, provided we are still getting where we need to go.

The first job is working out what the problem really is. Two students getting the same grade can need completely different things. One may have gaps in their understanding, another may know the maths but make too many small errors, struggle under exam pressure or freeze when a question looks unfamiliar. Sometimes confidence itself has become part of the problem.

Once I understand what is holding a student back, we can work on the right thing rather than simply doing more maths.

Sometimes there is a genuine gap in understanding. A topic never quite made sense when it was first taught, so everything built on top of it has become shaky. Then I go back and fix the missing piece properly, often using analogies, diagrams or a completely different way of looking at the same idea.

Other students know far more than their results suggest. They rush, make small errors or do not notice when an answer has gone wrong. I might tell a student there is an error without saying where it is, so they have to find it themselves. Gradually they become much better at checking their own work and less dependent on someone else telling them whether they are right.

Problem solving is another big area. A student might know algebra, fractions, percentages and ratio perfectly well when the questions are labelled, but freeze as soon as nobody tells them which technique to use. We draw things, simplify the problem, try examples, work backwards, make a guess and see where it leads. I want students to become comfortable not knowing immediately what to do.

An important part of that is knowing when not to help.

If a student is genuinely thinking, trying ideas and getting things wrong, I will often leave them there longer than they expect. Trying something, discovering why it does not work, changing direction and eventually finding a way through is how strong problem solvers are made. If I step in too quickly, I take that experience away from them.

But there is a big difference between productive struggle and a student who feels genuinely lost, anxious or embarrassed. I am very sensitive to that distinction. Sometimes the right thing is to push. Sometimes it is to slow down, remove the pressure and give them the space to start thinking clearly again.

One-to-one tuition also means we can move quickly. If a student understands something, we move on. If something important has not clicked, we stay with it until it does. We are not tied to the pace of a classroom.

Ultimately, I want students to become more confident, more independent and better at working things out for themselves. The best result is not just a better grade, but a student who increasingly knows what to do when they get stuck.

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Rates

Rate

  • 1,471 GHS

Pack prices

  • 5h: 5 GHS
  • 10h: 10 GHS

free lessons

The first free lesson with Matthew will allow you to get to know each other and clearly specify your needs for your next lessons.

  • 1hr

online

  • GHS1,471/h

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