Hi, I’m Katy.

Head of Maths and Maths Tutor with over 10 years’ experience in secondary school maths education. Masters in Teaching Studies, PGDipEd in Maths Education, Mathematics BSc and A-Level and GCSE maths at A*.

I am deeply committed to education. Teaching classes of secondary and primary school pupils in Kenya and supporting Maasai pupils from highly disadvantaged backgrounds marked the beginning of my desire to become an educator. I have always worked with children and young people from vastly diverse backgrounds and I believe that as educators we must ensure that everyone has access to the best quality education.

It is our responsibility as educators, parents and family members to ensure that every young person reaches their potential to improve their future prospects, employability and open doors to more opportunities. Recent years have brought a lot of pressure on young people in the UK and around the world. From lost learning time during the COVID pandemic, to pressure to pass GCSE Maths before the age of 18. The UK Government’s requirement to resit GCSE Maths in 6th form or college presents great challenges for our young people, so it is our duty as educators, parents and family members to support them as much as we can.

Whether young people in your family struggle with maths and are looking for support, guidance and motivation; or enjoy maths and are looking for a further boost to achieve the top grades… GymMath is here for you!


My Approach

GCSE maths often seems hard but with daily practice it’s really not! It is evident that students achieve the best grades when they do small amounts of practice regularly.

Think about it like physical fitness.

You want to get fit so you hire a personal trainer. You have a session once a week but then do no training in between. Would you see your fitness improve? Perhaps… but only very slowly.

You want to be a good tennis player so you hire a tennis coach. You have a lesson once a week. Would you become a good tennis player without practicing what you have been taught? Probably not.

You are preparing to run a marathon but only train once a week. Would you do as well in the marathon as someone who had trained multiple days per week? Unlikely.

Preparing for GCSE maths is the same. If you have a maths tutor who you spend an hour per week working with, and do nothing in between, your grades may improve but very slowly. Equally, being motivated to complete work daily with no-one to hold you to account is tricky and can be stressful for families.

Something else to consider. In the UK, children learn maths formally from the age of 4. Most children learn to count before then. Children will usually have a maths lesson at least 3 times per week at school for the next 12 years. That’s a lot of time learning maths. The key to unlock and accelerate success is to do regular focussed practice and build on current knowledge.

GymMath combines the daily workouts with tailored weekly lessons providing focussed practice, new learning that builds on their current knowledge, accountability and motivation. This powerful combination ensures fast progress is made.  

My EXPERTISE

Over the years, I have worked on and refined my model which has led to GymMath as it is today.

I have had many successes which drive my desire to help more young people unlock their potential. A few key moments that underpin my work include:

  • As the Head of Maths, despite a nationwide decline in results, I successfully led my department in an outer-city secondary school with a high proportion of disadvantaged students to achieve an 80% pass rate in GCSE Maths (grades 4 and above) in the summer of 2024. This achievement significantly exceeds the national GCSE Maths pass rate of 72% for 16-year-olds in England.

  • My entire class of 31 students achieved a grade 7 or higher in their GCSE Maths on their first attempt, with 24 of them securing a grade 8 or above. Additionally, these students exceeded expectations by achieving, on average, two grades higher than their expected outcomes.

  • My tuition students achieving grades that were two levels higher than their teacher's predictions.

  • A recent tutee improved from a Grade 3 in their June exam to a Grade 5 in the November resit after just 8 weeks of lessons with me, after starting sessions with me in September.

My approach to teaching maths focuses on identifying students' strengths, building on their skills, and helping them make connections between mathematical concepts. This is combined with regular practice work that targets the next steps needed to gain more marks, ensuring rapid progress, increased achievement, and the rapid development of confidence.

  • The power of online work - I can reach you and help your child to achieve their best when I would have otherwise been unable to in person. A wider reach without compromising our opportunities for incredible success.

  • The power of group lessons - Group lessons bring added accountability to your child and a powerful dynamic that 1-2-1 lessons cannot. Pupils think about maths in different ways, and these varied approaches can help each other; along with a sense of belonging amongst others. Think about it in the same way as group gym classes… studies have shown increased happiness and self-esteem from group classes without compromising results.

  • Flexible, adaptable and accommodating - I offer additional 1-2-1 sessions at no extra cost on topics not covered in group lessons, will accommodate your needs with regard to changes to lesson times and holiday absences, and can design a flexible programme for you and your child, such as regularity of lessons, to reduce cost.