Michael Trent

I teach A-level maths, mostly to students who can do the method but run out of time before the last question. They know the chain rule. They can set up a differential equation. Then the clock beats them. We start by marking one of their recent papers together, question by question, and I note where the minutes go. Sometimes the problem is a calculator habit. Sometimes it is a habit of checking every line three times.

Lessons are built around the paper you are actually sitting. We take a topic, rebuild it from the definition, then use it under timed conditions. I ask students to say the method out loud before they write it, which exposes gaps that a tidy answer can hide. Parents get a progress report that names the topics we have covered and the habits we are trying to change, and it does not drown you in percentages. Lessons are one-to-one, online or at home. If you want to sit in for the first ten minutes, that is fine.

A group revision session cannot stop for the one line a student missed in September. One-to-one can. My aim is to make the exam feel like a familiar room, not a race. Ask about timing when you book, and bring a recent paper if you have one.