“Lux Jega supported both my children over the last few years in preparation for their Maths GCSEs. He always showed punctuality and was kind and patient with both of my children, helped and explained every topic in enough detail for them to understand and grasp what they needed to. “I” achieved an A* with Lux’s help in both Further Maths and Maths at GCSE level and more recently “H” achieved a 9 in his Maths GCSE. I would highly recommend Lux in any mathematical situation.”
Mrs Mattey, GCSE Maths
University of Nottingham: Mathematics with Management Studies
The Haberdashers’ Aske’s Boys School: A Levels
– AAB (Mathematics, Biology, Chemistry)
– 3A*, 7A (Biology, Chemistry, French, English Language, English literature, Maths, Physics, Spanish, Religious Studies, Art)
I have been working as a private tutor since 2013 and I am a full-time private tutor. My subject specialisms are Maths and English, I have extensive experience of supporting students through the 11+ and 13+ Common Entrance exam.
I think that there are three main qualities that have helped me to prosper with tutoring. Firstly, I tailor my approach with each student. Each student is unique and have their own preferred working styles. I am flexible in how I approach each lesson and like to connect with the student first before diving into the lesson. I also like to interject with a small break in the lesson if needed if I sense that the student needs a break or will break out with questions to understand and learn what drives the student, what their interests are. Secondly, I am flexible with my clients. With the clients I work with, they tend to have hectic schedules and so I always do my best to be as accommodating as I can for their schedules and this also involves rearranging lessons on the day if needed. Finally, I work hard for my students. I give everything I can in each lesson and follow up with further assistance out of lessons with additional notes or video explanations as required. I advise them to contact me at any point in the week if needed and that I am genuinely available 24/7. This approach has served me well, but I am always looking for ways I can improve as a tutor as well.
When I first meet a student, my first intention is to try and understand the student and determine what working dynamic or style will work best for the student. My next task is then to ask the student what areas he or she both excels in but also struggles with as well and to then subsequently pose a variety of questions to the student to understand this further. Based on how the student performs I will then make a small schedule of tasks to concentrate on in the first few lessons. Repetition is a key part of the learning process. If we go over a topic in a lesson, I like to have small revision segments (10-20 mins) in subsequent lessons. I have found, and do believe, that the more we go over the material (particularly on more difficult material), the better the student will be able to recall this material in the future. I have a light and fun style to my tutoring. I am conscious of when to keep the mood light and jovial but also when to engage the student into the learning material as the momentum of the lesson shifts that way.
I have worked with over 50 students in a 1-to-1 setting, providing support for a range of academic levels from Key Stage 1 through to A-Level. Below is a sample of my tutoring experience.
Year 1 English and Maths
I began working with S in September 2017 with the mandate to help S with her English and Maths.
In English, the main areas of coverage are spelling and vocabulary and keeping S engaged with fun reading books. In Maths, we use story problems which require S to form multi step calculations to arrive at the final answer.
S has grown in confidence in herself and her ability across both subjects. Her vocabulary has expanded and she has become more confident in her spelling technique with the use of various memory tricks. In maths, her neatness and care in her work has improved and this has also allowed S to follow a certain structure / process in her calculations which has again boosted her level of comfort in the subject.
We continue to progress, but also try to consolidate work that we have covered in previous weeks to ensure information is retained well – S has found the repetition to be helpful and this is a key aspect in the working style we have in our lessons.
13+ Common Entrance Exam Preparation
I began tutoring J the lead up to his 13+ Common Entrance Examinations. J was comfortable across all subjects except Maths and he openly declared that he hated Maths in our first lesson! The main aim thereafter was to keep our lessons light and fun but also to quietly keep the pace of J’s learning moving along.
After the first few weeks of lessons, J’s barrier towards Maths slowly began to subside and we began to pick up the momentum of our lessons. The structure of our lessons started out with learning and understanding the theory but also applying these principles to questions and exam papers as well. J’s confidence grew, and he began accelerating in his development and understanding of the various topics in the syllabus. In the end, J scored extremely well in his Common Entrance Examinations Maths Paper as well as other subjects and he successfully secured a place at St. Paul’s School, where he began in September 2018. I continue to tutor J and he is enjoying his new school environment and feeling strong in his Maths class.
I began working with J in September 2016 which allowed us to have roughly a 2-year run up to his GCSE examinations in July 2018. I have found that this amount of preparation time is optimal in allowing a student enough time to be taught all of the required material but also to review and hone their understanding of each of the topics and thereby giving themselves the best chance of achieving the highest possible Maths grade. We had lessons on a weekly basis and to begin with, we covered material that was being taught at school as J was struggling with the pace of maths lessons in school. Over time, J became reassured in his foundation of mathematics and from there we were able to push onto more challenging topics and questions.
Some days J would have off days and some days J would be much more alert and sharper with the questions we went through in our lessons and so another key part of our lessons was having a list of checkpoints for each topic, as a reminder, in case J got lost in a question or experienced “my mind’s gone blank”! We developed a strong rapport over time, with J feeling free to contact me any time he was struggling with any topic or question. In the end, we were all extremely pleased when J scored a Grade 9 in his Maths GCSE and beyond the result, this did seem to give him a renewed confidence and self-belief going forward.
I began tutoring H on a weekly basis in the final year run up to his GCSE examinations. H had a good understanding of the mathematics curriculum but requested one to one help in order to consolidate his understanding across the various topics and also to help push him up to a Grade 9. We covered all topics in the first few months and thereafter began revising for mock examinations and progress tests that were taking place at school. H was generally able to score well in tests but found that he would lose a lot of marks due to silly mistakes. We worked to rectify this by agreeing on various techniques and methods that he would employ to review questions once they had been completed- over time this allowed him to improve his overall scores. Everyone concerned was delighted when H scored a Grade 9 in his Maths GCSE result and this was a fantastic result considering the short amount of time within which we worked.
B was very strong academically but struggled with Maths. After our first few lessons, it became apparent that B was not totally assured in the fundamentals of Maths and that this consequently had an effect not only on the topics she was learning but also making her feel anxious when approaching tests and examinations, which did not aid her performance.
As such, our first few months of lessons focussed on putting in place a rigid framework of these fundamentals. B and I worked through topics she was covering at school but also squeezed in time to revise topics that she was unsure of that were related to the topic at hand. Having weekly lessons helped in this regard as it gave us enough time to cover class work and revise topics, she was uncomfortable with but also to, in time, push on onto harder topics and questions. In time, B grew in confidence and she was able to significantly improve her scores in progress tests and examinations. We were all thoroughly pleased when she scored a Grade 9 in her Maths GCSE result which was an amazing result and really did highlight the benefits of a longer term run up to GCSE examinations.
I began working with R in the run up to her GCSE exams. She expressed a strong dislike for the subject and complained that she felt that she had not been taught well at school and this had led to her overall feeling of helplessness in Maths. Given the very short amount of time available to us, we began with one-hour lessons, three times a week and continued this until the GCSE examinations. In this time, we covered all topics from the very beginning of the curriculum all the way up until the end.
Once topics had been explained to R, it was clear that she was able to absorb and retain this information well. She would also challenge and question me in our lessons, which she did not feel able to do at school and this aided the speed at which she was able to progress. It was a busy six months, but we built a strong working dynamic and it did feel that we had prepared as best as we could in the short amount of time we had. R scored a Grade 8 in her final Maths GCSE exam which was an excellent result considering where we had started, and this gave her a strong sense of belief and confidence to take forward into Year 12.
Hobbies and Interests
I regularly attend the theatre in London, and love to engage in the culture of the city. I enjoy outdoor swimming in London’s lidos and am a regular at hot yoga.
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