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Build your confidence in maths 2017-06-19T06:59:55+00:00

Do you lack confidence in maths?

Is maths a subject you’d rather not talk about?

At school you just about survived your maths lessons but it was never a subject you particularly enjoyed.

But now you want to fight those demons!

Maybe your child keeps asking for support with their homework and you don’t have the confidence to help instead you regularly hear yourself saying: “you’ll have to ask your Dad/Mum…”

Perhaps you want to move ahead at work.

Do you want to make everyday life that little bit easier.

Or maybe you have your own personal reasons.

Whatever your reason is, we will do our best to help!


(Below I will list the 5 base units that this course will cover but if you think for your circumstances you might need to alter it, don’t worry let me know and we can tailor make you something that is designed especially for you at no extra cost!

Just email me now on )


Unit 1: Getting confident with adding and subtracting

The language used; when presented as a written problem the terms add, in addition, plus, subtract, minus, take away, amongst others might be used. We’ll look at all of the terms which you might come across so when faced with a problem you know how to proceed.

We’ll also look at adding and subtracting; whole numbers, negative numbers and decimals. The key point to remember when adding decimals to keep the decimal point lined up (maintaining the place value of each digit), this cuts down on so many mistakes and makes the sum so much easier to calculate.


Unit 2: Mastering Multiplication and Division

Again we’ll tackle whole numbers, negative numbers and decimals

When calculating long division they use a method called chunking these days in schools. We’ll look at this and the method which you were probably taught when you were at school.

When looking at solving long multiplication questions we will look at both the column method and the grid method. With more than one option, you may find one method easier than the other.


Unit 3: Fractions, Decimals and Percentages

When you walk into a shop with a sale you will frequently see signs stating 25% or save 1/3 on sale prices.

A box of cereal may have 12% extra free.

We’ll look in more detail at what each of these signs mean:


How much of something is relevant, for example if you had a cake which had been cut into 6 pieces (the 6 would be placed at the bottom of the fraction /6) and 4 pieces had been eaten (the 4 would be placed at the top 4/) giving us a fraction of 4/6.

4 out of the 6 pieces of cake have been eaten.

We will also look at simplifying this down. For example, because 4 and 6 are both even numbers they can both be halved (half of 4 is 2 and half of 6 is 3). So we could “simplify” this fraction so that it was written as 2/3.

Per cent simply means something out of 100. So a percentage is how many parts out of 100 which are relevant.

(Here is an example of the video showing you how to convert between fractions, decimals and percentages. It’s a shortened version and I apologise about the very quiet audio but I hope it helps)


are commonly used in money and measurements. We will look at examples of how each of these and how to solve them.

We’ll also look at converting between each of them so you can make direct comparisons such as which is better value; a pair of shoes with 22% off or the same pair which has a 1/4 off the original price.

With practice it’s fairly simple.

To convert a percentage into a fraction (for example converting 35% into a fraction) you would simply put the 35 over 100 (because a percentage is a part of a hundred) 35/100 and simplify it down. In this instance because 35 can’t be halved but 5 goes into it without having anything left over, we could divide both numbers by 5.

35 divided by 5 is 7.

100 divided by 5 is 20.

This leaves us with the fraction 7/20.

This would be explained in far more detail in the course.


Unit 4: Ratio and Proportion

This is particularly relevant if you ever have friends or family around for a meal.

The amount of food / ingredients you would need obviously changes and this will show you how this can be simply calculated so that you’re not left with a lot of wastage or the embarrassment of not having enough food for everyone.

If you were cooking a cake and the recipe was designed to feed 8 people, but you had 15 visitors coming you would need to be able adapt the recipe accordingly.

This can be done 2 ways, the easiest way would be to divide each individual quantity by 8, to find out how much you would need for 1 person and then multiply this by 15 so you were left with the amount you would need to make a cake that fed 15 people.


Unit 5: Using different averages

The final thing we will look at is the median, the mode or is it just mean! How do you work out all these different averages and what do they mean?

We’ll have a look at making each one easy to remember and building your confidence in working them out for example the mean is mean because it is the one which requires you to do all the maths!

There is also the range to take into account. But that is simply the difference between the biggest and the smallest quantity amongst those you have been given.


Don’t forget if anyone of these units isn’t relevant to you, please just email me on: and we can change it to meet your individual needs.

We are all different and struggle with different things. What one person finds easy another person may struggle with, that’s why we have kept the course flexible. So if you would rather learn about rearranging equations or Pythagoras instead of probability or averages, it’s really not a problem, just get in touch and let us know.

Before I tell you about my teaching style and why I am confident I can help, let me tell you the price.

for the first 10 people to enrol it will just be £99!

After that the price will rise.

What will you receive?

A folder through the post giving you a step by step account on how you do everything we will cover in the Skype tutorials

5 hours of one to one tuition time by Skype

Unlimited online support via our Facebook group which is dedicated to people who are doing or have completed this course. Any questions or comments you may have outside the tutorials can always be answered here.

In the group I will also post videos on how you master each of the units included above.

You will also receive additional activities that I use in my lessons as a tutor.

Finally you will receive all the stationary that you will need to complete the course.

The final thing you will receive and possibly this is the most important, is

my 100% money back guarantee!

If at the end of the 5 hours tutoring time you have completed all the tasks and you still feel that every aspect of maths that we have covered is still taking you out of your comfort zone, let me know and I will refund you the entire £99.

I hope that seems fair?

If you’d like to sign up email me and we can get things started:


Like a lot of people, I hated maths at school!  I was lucky, I had a dad who had the patience of a saint and he spent hour after hour explaining things to me. (Sadly he died when I was just 16). But my mission now is to help as many people as I can in order to say thank you to him, the man I have the most respect for in this life.

Now I have 16 years of working in educational settings with both mainstream and special needs children and adults.

I also have a degree in childcare and education and have completed numerous other courses and training days myself. Some I have loved, some I have loathed.

For personal reasons I also have an additional interest in dyslexia and how people learn.

When a friend first suggested tutoring 5 years ago, I had no idea what was expected of me. Another friend and I sat and considered everything we would expect from a tutor if we were looking for one.

We thought about everything we had enjoyed / found beneficial in courses we had attended and what we had found hadn’t worked so well. I also considered everything I had learned from working with such a broad spectrum of special needs children/ mainstream children and adult learners and put it altogether.

A couple of years ago a lady got in touch asking if I could help.

She had recently sat an exam at her local college and failed, in part to having both dyslexia and dyscalculia.

She had asked the college if she could resit the exam. They had suggested it would be wasting both their time and hers!

Eventually, after a lot of persuasion they let her resit it. When she got in touch it gave us the 6 weeks summer holidays to get her confident and knowledgeable enough to pass.

She worked really hard that summer and I’m pleased to say she passed!

Recently, I was contacted by someone, he needed to sit his functional skills exam for work.

He had never enjoyed maths and over the years it had become somewhat of a phobia.

Now he claims to enjoy his maths lessons and to look forward to them!

What I have realised is that there are a lot of adults who need help boosting their confidence in maths for a whole range of different reasons.

We recognise that people learn differently and at different rates, that is why we have tried to incorporate as many different teaching strategies as possible and why we are making the course as flexible as we possibly can.

So if you’d like to get started, have more questions or want to adapt the units so that they are more suitable for what you are looking for, just send me an email at

I look forward to speaking to you soon.

Warm wishes



Ps. If you’d rather give me a call, you can get hold of me on 01296 381665 and I’ll get back to you as soon as possible


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