This Year 10 student from Balham initially scored Grade 4 in mock examinations, with particular difficulties in algebraic manipulation and geometric reasoning. Over a period of 9 months, we worked together twice weekly to build foundational understanding and develop problem-solving strategies.

An A-Level student from Clapham with plans to study mechanical engineering needed strong calculus skills for university. While competent in basic differentiation, the student found integration techniques and applications challenging. Our work focused on building intuitive understanding alongside technical proficiency.

A first-year computer science student at King's College London found linear algebra abstract and difficult to connect with programming work. The university module moved quickly through theory, leaving little time for developing intuition. We worked together to bridge mathematical concepts with computational applications.

A Year 11 student from Wandsworth consistently scored poorly in statistics and probability questions despite strong performance in other mathematical areas. The abstract nature of probability confused the student, and data interpretation felt disconnected from practical use. We addressed this through concrete, relatable examples.

A highly motivated student from Putney aimed to study mathematics at Cambridge and needed preparation beyond the standard A-Level curriculum. School provided solid teaching but limited time for the depth required for Oxbridge entrance. Our weekly sessions focused on advanced problem-solving and mathematical thinking.

A second-year student at Imperial College found the transition to rigorous proof-based mathematics difficult. Real analysis required different thinking from A-Level work, and the student struggled with epsilon-delta definitions and formal logic. We focused on developing mathematical maturity and proof techniques.