Hi, I’m Callum…

I am a full time private maths teacher with twelve years of experience working in London schools with all ages and abilities from Nursery to Year 6.

Across the years, I have seen similar patterns emerge as to why many children struggle with maths; they cannot visualise it.

With the pictorial methods I’ve developed for this 12 week course, I have observed every child improve because they no longer have to imagine the value of the numbers.

Their working memory is freed up to problem solve because they’re not trying to recall or visualise; they can see it.

Using pictorial methods, your child will make rapid progress.

Does my story sound familiar?

In 2023, my daughter finished Year 2 ‘working towards‘ the expected level, hating maths and feeling ashamed. For me, her confidence being low left me feeling helpless as I had no time to help her.
After a series of sleepless nights, I decided to quit my teaching job (of eleven years) and take more control of her education.
I worked with her over the summer and she responded well to learning my pictorial techniques in multiplication, division, addition and subtraction.
The change was instantaneous: engagement, surprised relief and smiling while doing maths.
By the beginning of September, she was confident and even said she loved maths. At school, she could apply what she had learnt to new maths.
I have since discovered that many many children have not been taught effective methods to problem solve with pictorial representation.
Now I work full time changing children’s lives by helping them see maths for the first time in the same way my daughter did.

Hi, I’m Callum…

In 2023, my daughter finished Year 2 ‘working towards‘ the expected level, hating maths and feeling ashamed. For me, her confidence being low left me feeling helpless as I had no time to help her.

After a series of sleepless nights, I decided to quit my teaching job (of eleven years) and take more control of her education.

I worked with her over the summer and she responded well to learning my pictorial techniques in multiplication, division, addition and subtraction.

The change was instantaneous: engagement, surprised relief and smiling while doing maths.

By the beginning of September, she was confident and even said she loved maths. At school, she could apply what she had learnt to new maths.

I have since discovered that many many children have not been taught effective methods to problem solve with pictorial representation.

Now I work full time changing children’s lives by helping them see maths for the first time in the same way my daughter did.