Hannah

Hi, I'm Hannah, full-time Maths teacher turned full-time tutor. I'm a Mathematics enthusiast and an absolute Statistics nerd. I have always been passionate about education, but cherish the personalised one-to-one relationships developed in tutoring. I love to watch my students grow and I believe in unlocking the doors to success for students of all ages, abilities, needs and genders.

My bespoke study courses aim to not only teach students Mathematical content to the highest standards, but also how to become Mathematicians with specialised techniques and study skills which go way beyond what they might expect to learn in a classroom situation.

I provide support for students from year 4-13, including SATs, 11+, 13+, GCSE, Scottish Highers, A-Level, IB, MAT, TMUA, STEP, UCAS applications and personal statements.

QUALIFICATIONS
1. AS and A Levels
o A* Mathematics
o A* Further Mathematics
o A* Physics
o A Economics (AS Level).

2. MA (Hons) Mathematics and Statistics (1st Class), University of Oxford.

3. PGCE in Secondary Mathematics from the University of Roehampton

4. MEd with distinction, University of Exeter. My dissertation was on the impact of dyslexia on Mathematics acquisition.

5. Current enhanced DBS

TUTORING BENEFITS
Students and parents undertaking tutoring with me can expect the following:
1. Bespoke, focused, well planned one-to-one sessions
2. Access to a shared OneNote notebook with all work and examples. No need to take notes!
3. Between lesson support via supervised WhatsApp groups or emails (N.B. At least one parent/guardian must be included in written communication).
4. Regular progress updates, at time intervals that suit parents, whether once per lesson or once per term.

SUCCESS STORIES 2023-2024
This year was an extremely successful year for KS3-KS5.
• At KS3, I was able to successfully support a student with SEN needs, including selective mutism, who was EOTAS with their transition back to school.
• At KS4, all students either made 2 levels of progress for their final exam or achieved a level 8/9
• At KS5, all students made 2-4 levels of progress for their final exam or achieved a grade A/A*. All students made their first-choice university, including one student who was able to reject their firm choice university and gained a place at two Russell group universities in clearing due to their exceptional improvement.
• Students from this year’s cohort will be heading to Hertfordshire, Southampton and Warwick, studying courses in engineering and finance.

SEN SPECIALISM
Since my diagnosis with dyslexia and dyspraxia at aged 18, I have been fascinated with how Specific Learning Difficulties interact with the acquisition and application of knowledge. During my time at the University of Oxford I chaired the Oxford University Specific Learning Difficulty Peer Networking Group, and acted as the Disability Representative at Corpus Christi College. Since then, I have completed my Masters dissertation on the impact of dyslexia in Mathematics and provided training to my fellow teachers on the topic. Dyslexia is not simply a reading issue, and that symptoms can show up in expected ways during Mathematics.

Likewise, I have had a great deal of experience with students with ADHD and ASD, including students who have been removed from the classroom into home education due to the severity of their need. I understand how to build rapport with students who may find social interaction challenging, and can refocus and redirect where required.

Students with SEN needs can expect not just to be supported with their Mathematics, but mentored in understanding and harnessing their unique talents, as well as overcoming their challenges. I will help them to understand how to utilise their working memory and executive function skills, as well as giving them techniques to make the most of any extra time in exams.

I am experienced with SEN students in all ability ranges, and believe that this should not be a barrier to achieving their full potential. In particular, I foster twice exceptional students (gifted students with additional needs) to flourish without any bias or prejudice from their diagnosis.

LGBTQ+ AWARENESS
Although generally considered a social issue rather than academic, LGBTQ+ children and young people are at significantly higher risk of under performing at school. This can be due to a variety of factors, such as anxiety, low confidence and discomfort in a classroom setting.

I have supported LGBTQ+ student groups in both of my most recent school, as well as working with LGBTQ+ families in my private tutoring. I understand how social stigmas can make students feel disconnected from their learning environment, and I have delivered training to my fellow teacher on supporting LGBTQ+ students pastorally.

Although not all students will feel it necessary or appropriate to disclose this information, others may feel it helps me to paint a fuller picture of the intersection of circumstances that have bought them to me. Such students should rest assured they will find a respectful, understanding figure with me.

STUDENT TYPES
Students who require my support will generally fall into the following categories:

Support
Students who find themselves behind where they would like to be can rely on me to help boost their attainment and set them on the path to success. I have a proven track record of increasing students attainment by 1-3 grades, and can scaffold students development to ensure they never feel out of their depth.

Retention and development
Students may find themselves coasting along well enough in lessons, but want to improve their understanding and reach greater heights.

Extension
Students who find their classroom Mathematics relatively straightforward will appreciate being stretched above and beyond the National Curriculum. I offer problem solving exercises and exciting new skills, such as divisibility rules, which they wouldn't meet in their classroom.

Anxiety
Mathematics anxiety can be a life-limiting and debilitating condition for students across all ability ranges. My gentle and nurturing approach can help students to thrive and realise their capabilities with a step by step plan to grow their confidence while never feeling out of their depth.

Entrance exam preparation
I provide support for students seeking entrance to competitive schools on the 11+ or 13+ examinations starting from the September students join year 4. For MAT, TMUA and STEP, I provide support from the September students join year 12.

Public examinations
I provide support for SATs, GCSE, IGCSE, Scottish Highers, A-Level and IB, aimed at students of all levels. I also work with adults sitting functional skills entry 1-3 and level 1-2.

Home education
For home-educated students, I provide the standard of a top quality public institution to the comfort of the students own home. I will determine appropriate levels and schemes of work to support and challenge your student. On average, I am able to cover content at approximately 4 times the speed of a classroom setting; students can rest assured they will be able to work at their own pace in a way which suits them best. This includes students who are home-educated by choice, or having been removed from mainstream schools due to social, emotional or mental health reasons. Likewise, aspiring young athletes, child actors or students who frequently travel around different time zones can be accommodated and may like to take advantage of my seasonal or ad hoc availability to create an education plan which suits their ever changing needs and demands.

Competitive Maths
I provide carefully planned courses for students aiming to achieve top grades in UKMT papers, or other competitions such as the Hans Woyda.

Personal statement and interview prep
I can provide independent advice on how to maximise chances when applying to top choice universities, and simulate interview environments with challenging and thought provoking questions, along with feedback and a targeted improvement plan.

CONTRACT TYPES
I offer three contracts with varying levels of flexibility and security.

Fixed time
Students opting for a fixed time contract will be invited to attend a Zoom call at the same time each week. This is suitable for students who know they will need medium to long term ongoing support. Most students wil0l benefit most from this.

In order to secure a time slot, the bill payer will be expected to sign the terms and conditions, and payment for the first two lessons will need to be made in advance.

Seasonal
Students who cannot commit to regular weekly sessions, but know when they will want to meet might benefit from a seasonal contract. This will be particularly suitable for students at boarding schools looking to make the most of their school holidays. For such students, I will reach out no less than two weeks in advance to schedule the appointments. Sessions are allocated on a first-come-first-served basis, and payments are due 7 days in advance of the appointment.

Ad hoc
Students requiring more short term support, or inconsistent time slots, may prefer ad hoc appointments. This may be particularly suitable for students with variable commitments, or who just need one topic clarified.

Availability for the week commencing Monday will be published the previous Friday but may be updated at any time pending cancellations. Anyone wishing to hear of ad hoc availability should request to join the appropriate WhatsApp group (your details will remain private, the group is for announcements only, members cannot view the details of other members). Ad hoc appointments are allocated on a first come first serve basis, and payment is due to secure the slot.

Combination
Students can take advantage of any combination of contract types for greater flexibility. For example,
1. Students may choose a regular timeslot, plus additional seasonal sessions during the holidays, as well as ad hoc sessions in the lead up to exams.
2. Students at boarding schools may book seasonal timeslots during their holidays, and ad hoc timeslots during their exeat weekends.
3. Students which variable commitments, such as aspiring sportsmen and women or actors and actresses, may choose seasonal sessions during their quiet periods and ad hoc when their commitments are more demanding.

If you think you would benefit from a combination contract, please let me know during our initial conversations so I can set up an agreement which will meet your needs.

PEAK AND OFF-PEAK TIMES
Off-peak times are 8-3.30pm Monday to Friday, term time only. Students on an off-peak contract will generally not have lessons during the school holidays unless negotiated on a case by case basis.

Students on a peak contract will still be expected to attend sessions during the school holidays, or may be subject to retaining fees.

PRICE LIST
£65/hr - base price
£75/hr - PMC and JMC preparation, A-Level Statistics
£85/hr - JMC preparation and A-Level Further Mathematics
£95/hr - MAT, TMUA, STEP 2 and SMC preparation
£105/hr - STEP 3 preparation
£95-£155 - University courses, please enquire

5% discount is applicable for off-peak hours.
5% discount is applicable for students requiring 3 or more hours per week.
Discounts may stack to a total of 10%.

Additional homework can be set and marked for 50% of the lesson fee, minimum duration of 30 minutes' worth of work.

WAITLIST
If there are no available slots to suit your needs, please enquire about the waitlist. Availability may come up any time in the year, but most will be released post GCSE, A-Level and 11+/13+. Students on the waitlist for a fixed timeslot are welcome to apply for ad hoc availability while they wait.

TERM DATES
My year broadly follows the three terms of the academic year, plus a 4th "summer holiday" term.

Academic year 2024-2025

Winter term: 2nd September 2024 -5th January 2025
Half term: 21st October-1st November
Christmas holidays: 16th December-5th January

Spring term: 6th January - 20th April
Half term: 17th February - 21st February
Easter holidays: 31st March - 20th April

Summer term: 21st April - 6th July
Half term: 26th May - 30th May

Summer holiday term: 31st May-31st August

CURRENTLY KNOWN HOLIDAYS
As a general rule, I do not work Easter Sunday, Easter Monday, Mother's day, Father's day and 24th December-2nd January. Other holidays will be communicated as soon as possible, and a calendar will be made available to all students and parents.

Affected students may be offered a "make up" session on a first come first served basis based on ad-hoc availability, although there is no obligation to take that up. There is no charge for sessions cancelled by me.

Tutoring Experience

• 2015-2016 I taught in an OFSTED outstanding state school in Birmingham, teaching KS3-KS4 including both higher and foundation GCSE.

• 2016-2024 I taught in two rigorously academic selective independent schools, teaching KS3-KS5 including IGCSE Mathematics, Certificate Level 2 Further Mathematics, A-Level Mathematics and A-Level Further Mathematics. I was responsible for the IGCSE results of over 100 students, and never gained a grade lower than a 6. Similarly, I supported over 70 students in their A-Levels, never gaining a grade lower than a B. My "value added" score (measuring the distance between a student's projected grade and achieved grade) was always exceptional, with students making up to three grades additional progress.

I marked 11+ and 13+ papers yearly, giving me a keen insight into the types of questions asked, and common pitfalls.

My approach to learning has always been a combination of mastery and stretch, with a lot of nurturing and humour thrown in! I have a great strength in building rapport with learners, and my GCSE students were motivated to continue into A-Level in unprecedented proportions.

I have also run support sessions for UKMT, where I supported multiple students in gaining gold medals, and also MAT and STEP prep, leading to students achieving places at both Oxford and Cambridge. I have acted the Oxbridge Coordinator, and helped students to perfect their applications and UCAS personal statements.

• Since 2017 I have clocked up over 700 hours of tutoring, from KS2-KS5, including GCSE foundation and higher, IGCSE, A-Level, A-Level Further Mathematics and Level 2 Functional Skills.

Tutoring Approach

A great tutoring relationship is built on rapport and meeting the students where they are. Many families I have worked with still consider me a close friend and I have been contacted by students many years later for further support. I prioritise a nurturing and patient environment where students are not afraid to make mistakes or ask questions to accelerate their progress.

I believe in a mastery approach to learning, ensuring that students have strong foundations in order to reach the highest heights. I split topics into phases, each one incrementally harder and building appropriately on to prior knowledge. I am fastidious in leaving no stone unturned, and students can expect to leave sessions with me confident that they can handle all common misconceptions and tricks. However, I also believe in stretching students past what the national curriculum or commonly asked exam questions might expect of them, as only in unusual applications can we be sure of complete understanding!

For students with more time to play with, I enjoy taking a more leisurely problem solving approach to topics, where students are pushed to think critically and unconventionally to use their acquired skills. This helps them to develop as Mathematicians for the real world as well as exam success.

Aside from the learning of content, I help students to learn how to become a true Mathematician. I focus on Mathematical communication, study skills and problem solving techniques which can be applied outside of our one-to-one lesson time and help them to take responsibility for their own development. Students will be taught techniques such as "working backwards", "proper highlighting" and "breaking down the cognitive load".