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An in-depth look at what Elevate Maths is to ensure we are right for you.
I teach GCSE Maths online, in small groups of a maximum of eight students, to those working towards the Higher tier. The cohort size is intentional — small enough that nobody is hidden, large enough that nobody is alone.
Your child joins a cohort grouped by year and by ability, and works through a structured programme of over 50 chapters with the same group each week. I assess that ability myself in a Discovery Session after a booked call — a short, low-pressure session with your child that shows me how they actually work and their general capabilities.
The chapter order has been carefully curated over a decade of teaching. Each one is precisely positioned to ensure the foundations are built from the ground up.
It isn't one-to-one tutoring, and it isn't a recorded course. It's a taught programme with a fixed curriculum, weekly homework and someone following up when it isn't done.
Every student completes a Discovery Session before joining. I only accept students who are genuinely ready to excel.
Following the Discovery Session, students are grouped into year-group cohorts of a similar level.
Homework checked throughout the week, attendance tracked and quarterly progress reports issued to every parent.
Students submit workings, not just answers. I identify where thinking breaks down and fix it at the root.
Notes, spreadsheets, mark schemes and recorded lessons — all in a digital library.
Additional free open study sessions to keep knowledge fresh, address gaps and ensure no student falls behind between lessons.
Dedicated lessons focused on perfecting exam technique, managing time pressure and tackling exam-style questions.
You can start at any point from Year 8 to Year 11 — but the timing makes a difference.
With three intakes a year, enrolment closes at the end of each intake month—one full month before the first lesson. This buffer gives us plenty of time to conduct your Discovery Session, handle the engagement letter and get your child smoothly onboarded without any last-minute rush.
One taught lesson a week with your child's cohort. New material, worked examples and questions attempted with me there.
A second lesson each week, free and optional — though I'd recommend it. Students can bring questions, work through homework with me on hand, or simply use it as a quiet hour where someone is available if they get stuck.
Homework is set weekly to reinforce that week's topics. Rather than being completed in a single sitting, tasks are broken down into small, manageable daily sets spread across four or five days.
Completed work is submitted progressively within two to three days rather than all at once. This approach serves two vital purposes:
Early Intervention: It allows me to review work throughout the week and catch any misunderstandings before the next lesson, rather than after.
Consistent Progress: It prevents last-minute cramming — the single biggest reason students fail to improve their grades.
Students can message me during the week. If they're stuck, they shouldn't sit on it until the next lesson — a week of confusion is a week of lost practice.
This sounds obvious and it isn't. Most students have never actually been taught what revision is. They read through notes, highlight a page, feel like they've worked, and retain almost nothing — because none of that is revision.
So I teach it correctly, with explanations and worked examples of what effective revision looks like in maths specifically.
Teaching is only part of it. What a student does in the six days between lessons is what decides the grade, and most of them have no idea where to start. These are the tools that fix that.
A spreadsheet holding every chapter of the course, designed personally by me. Formulas calculate when each topic needs revisiting, so there's no guesswork — it tells your child what to work on next, every week, right up to the exam.
A complete set of notes for each chapter, with worked examples covering each form the question takes.
Access to all live lesson recordings from the start of the enrolment to the end so that students can go back and rewatch old lessons.
You receive a written progress report every quarter, covering attendance, homework and where your child is against the topics we've covered.
If something starts going wrong, you won't wait three months to hear about it. I'll contact you when it happens. You can also contact me at any point — you do not need to wait for a report or a scheduled call.
Every live class is recorded and added to the student's personal archive within the same week. If a student misses a session or needs to review, they are expected to watch the recording in full prior to the next class.
The recordings stay available from the day they join right through to the end of their exams. So a topic covered in Year 9 is still there to revisit in the week before the paper.
Fees start from approximately £40 per lesson, depending on the payment plan you choose.
This covers everything.
We'll talk through the payment plans on our call so we can settle on the one that works best for your family.
All boards are welcome — and it makes very little difference. At Higher tier the content is set nationally.
What does differ is how questions are worded and how papers are structured. So in the run-up to the exams, every student practises questions from their own board, so nothing on the day looks unfamiliar.
I hold an Enhanced DBS check with the Children's Barred List, which is the highest level available and the appropriate one for anyone teaching children.
Complete the form below and we will be in touch to arrange a call. Places are limited — early enquiries are prioritised.
We have received your details and will be in touch within 24 hours to arrange your Discovery Call. We look forward to speaking with you.