Thomas F.

1996: A-Level Maths and Further Maths (Grade A) led to a MMath degree at Nottingham University (1st Class Hons).
2000: Mathematics PGCE at Nottingham University.

2001-2003: Teaching in a UK state school (Greenwood Dale, Nottingham)
2003-2006: Christchurch, New Zealand (Shirley Boys' High School). Great experience professionally and culturally - I returned to the UK with a clear focus on what I wanted to do next.
2007-2016: Joined the highest achieving school in Derby City (Littleover Community School), working up to Head of Department. Ran a highly successful department for 5 years, with consistently outstanding results at GCSE and A-Level, developing a craft in teaching of Further Maths and Mechanics.

2016-2020: Moved to a local independent school (Trent College), to be Head of Department at a time when they needed a new direction and an injection of energy and enthusiasm. After two years I was Assistant Head, looking after staff development and career pathways. I was here when Covid-19 hit - this was when I learned that online teaching does not have to be a lesser option, but instead could actually enhance a learning experience for many students.

2020-2023. My family and I moved to the British International School Bratislava, an opportunity to try new curriculum out (IBDP) as a classroom teacher again. Within 2 months of starting I had been asked to take over a Year 13 Higher Level AA class due to the departure of an experienced teacher - much of the early time at this school was spent in lockdown and I had to teach this new group entirely online for the first 2 months.

2023-2026: Moved back to the UK to St Leonards School, St Andrews, teaching AASL, AAHL and AISL courses, as well as the MYP curriculum. I also specialised in fast tracking international students through a 1-year GCSE course.

2026: I have now left classroom teaching to focus on tutoring online. I have a diverse range of students from GCSE resit to A-Level to STEP/TMUA entry exams.

My priority is getting to know my tutees and adapting explanations, examples and questioning to their needs. I challenge more able students with questions that encourage deep thinking and test knowledge in unfamiliar contexts. If a student needs more support than I carefully scaffold my explanations and examples, gradually removing these layers as confidence and independence increases.

My extensive classroom and examiner experience means I know what students need to do in order to meet mark scheme criteria in formal assessments, and we will work together to find those marginal gains that help push students up to the next grade.

I have a genuine passion for my subject and this will come across in my lessons - students are always free to ask questions and challenge me too! My lessons are not lectures, they put interaction and discussion front and centre.