Maida Vale's tutors include a Head of Science with 33 years' teaching experience and a doctorate, a former school principal and award-winning teacher, seasoned primary and secondary maths specialists, university medallists in engineering and science, peer mentors, and educators with hands-on classroom expertise—bringing exceptional academic achievement and genuine passion for helping students thrive.
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Proven Briana was very happy, relaxed and full of excitement that this is exactly the right person to help her feel more confident for this exam. Thank you for not giving up on finding the right person for her.Tammy, Maida Vale
Year 5 student Ava focused on understanding percentages and decimals, using real-life word problems to make connections between the two.
In Year 9, Jack practised solving linear equations and graphed them by hand, while also learning how to factorise quadratic expressions.
Meanwhile, Year 10 student Sarah explored trigonometry with Soh Cah Toa and the sine rule for right-angled triangles, then worked through algebraic fractions involving addition, subtraction, multiplication, and division.
In Year 9 maths, messy written work and skipped steps often led to errors with negative numbers—"he mistook a 36 for 30 after rewriting the 6 to look more like a 0," as one tutor noted.
A Year 11 student tackling trigonometry hesitated to start problems without reassurance, showing that uncertainty blocked independent attempts.
In Year 8, worded questions revealed confusion: translating from text to equations was slow, especially when instructions weren't read carefully.
For a senior student, reliance on mental calculation rather than writing out working meant mistakes went unnoticed until the end, resulting in repeated corrections instead of clear progress.
A tutor in Maida Vale recently noticed some real turning points with students across a range of years. One high school student, Remy, who previously avoided linear equations after negative experiences, chose to tackle them head-on this week—she stuck with the task despite frustration and even started asking bigger-picture questions about their purpose.
Another win came when Niru, also in high school, independently tried out his own strategy to solve a maths problem instead of relying on the tutor's guidance—something he'd never done before.
In Year 3, Tyler lit up when shown tricks for multiplying by 11 and spotting divisibility by 3, immediately using these shortcuts without prompting.
