Complimentary Summer Programme (27th July – 28th August)

Enrol now and you'll receive our Summer Programme at no additional cost, giving your child a head start before Year 13 begins.

The summer is one of the biggest opportunities to improve. Instead of losing momentum over the holidays, students strengthen their weakest topics, build confidence, and start September ahead of the majority of their classmates—ready for early assessments and UCAS predicted grades.

The Summer Programme includes:

• Initial diagnostic assessment to identify strengths and weaknesses
• Live lessons covering the most challenging Year 12 Pure, Statistics and Mechanics topics
• Weekly homework and 5 assessments to reinforce learning
• Live 1:1 Office Hours for personalised support
  • Monday, Tuesday & Wednesday – 3:00pm (UK)
  • Saturday – 2:00pm (UK)
• Full access to the entire A-Level Maths Mastery programme
• Every lesson recorded to watch anytime
• Lifetime access to attend future live summer sessions if you'd like another revision before your exams

Live Lesson Times (UK):

• Pure: Monday, Tuesday & Wednesday – 10:00am
• Applied (Statistics & Mechanics): Monday, Tuesday & Wednesday – 12:00pm

For many students, the summer determines how confident they feel in September. Rather than spending six weeks forgetting maths, they'll begin Year 13 with stronger foundations, more confidence, and the support they need to maximise their UCAS predicted grade.

Our materials are designed so the difficulty increases progressively; we don’t jump straight into the deep end, nor do we waste time lingering on the basics. Instead, we guide students through everything in the right order—an approach unique to this program, which I’ve personally designed to help the average student follow a clear strategy and aim confidently for that coveted A*.

From the start, we integrate exam questions into each session to build familiarity and boost confidence. Then, the final lesson of each week is a dedicated exam question session—100% focused on problem-solving using real past paper questions. It acts as a weekly summary, helping students consolidate what they’ve learned through full application.

We pull questions from every exam board because A-Level Maths is a closed system—the content is identical across boards. And with exam papers becoming increasingly similar in recent years (unlike subjects like biology, chemistry, or physics), our students are trained to handle any variation with ease.

Most importantly, we don’t just teach the “what.” We focus on the “why” and the “how,” so students build a deep understanding and know exactly what to look out for when it matters most

If you enrol before 1st September 2026, your child will receive four private 1:1 calls with Amrit at no additional cost.

These sessions are designed for the moments that matter most—whether your child is struggling with a difficult topic, wants feedback after an assessment, needs a personalised study plan, or simply wants expert guidance before mocks or exams.

Each student may book up to one call per month (maximum of four calls throughout the programme), with a minimum of two weeks' notice required when booking.

Parents are also welcome to attend, making these sessions an excellent opportunity to discuss progress, ask questions, and ensure your child stays on track throughout the year.

Differentiation & Optimisation (AS Pure) - Amrit 

Introduction to Forces (AS Pure) - Nathan 

Year 12 Integration (AS Pure) - Nathan

Transformation of Functions Part 1 (AS Pure)

Transformation of Functions Part 2 (AS Pure)

Introduction to Logs & Exponentials Part 1 (AS Pure)

Introduction to Logs & Exponentials Part 2 (AS Pure)

Laws of Logs (AS Pure) - Amrit

Solving Exponential & Log Equations (AS Pure) - Amrit

Vertical Motion (AS Mechanics) - Amrit 

Discrete Random Variables & Probability Distributions (AS Statistics)

Variable Acceleration Exam Class (AS Mechanics)

Implicit Differentiation (A2 Pure)

Moments Integration & Proof Exam Class (A2 Pure & Mechanics)

Introduction to Parametric Functions - Amrit

Introduction to Parametric Functions Part 2 - Amrit

Log Bottom Integration - Amrit

Trig Addition & Double Angle Formulae - Nathan

Implicit Differentiation (A2 Pure)

Moments Integration & Proof Exam Class (A2 Pure & Mechanics) - Amrit

Connected Particles - Amrit

Normal Approximation & Continuity Correction - Nathan

Systems of Equations Part 1 (AS Pure Core 1)

Systems of Equations Part 2 (AS Pure Core 1)

Complex Geometric Sums (A2 Pure Core 2)

Sketching Polar Curves (A2 Pure Core 2)

Areas Between Polar Curves Part 1 (A2 Pure Core 2)

Areas Between Polar Curves Part 2 (A2 Pure Core 2)

AQA Further Maths Euler's Improved Method

Option 1: The Traditional Tutor — £3,000 to £6,000 Total

A typical premium tutor with examining experience, qualified teacher status & a maths degree charges anywhere from £60–£100 per hour.

- Most students now need 2 lessons minimum a week to try to fix what they're stuck on.
- Which is around 50-60 lessons, of loosely structured support, until the final exam. 
- Which is around £3000 to £6000. 

And most tutors?
• Follow the same textbook your child is already stuck with & use limited resources
• Not enough time & lessons to cover everything you need to know
• No structured step-by-step system for the student to follow
• Don’t do this full-time, it’s a side gig
• Offer no lesson recordings/replays and no accountability
• Child is dictating the lessons or just getting help on homework... and not getting ahead. 
• Can’t guarantee progress, just offer short-term help

So what are you really paying for?
Temporary band-aid fix. Not a breakthrough.

You will not get through the same amount of content (in the same level of depth) that our course gets through in the same amount of time. Impossible.

Option 2: Our Complete Program — £2,800

What we offer isn’t just tutoring.
It’s a complete learning system, designed to bridge the gap between classroom content and actual exam performance. Whilst covering all possible varieties of exam questions. 

Who's Behind This?
• Two Masters in Mathematics, Qualified Teacher, Former A-Level Examiner, UCL Graduate
• Mentor: Masters in Aerospace Engineering, Qualified Teacher, A* in Maths & Further Maths

Structured Learning (120+ Lessons)

• 64 lessons — Year 13 Pure 
• 32 lessons — Year 13 Applied 
• Access to Live Year 12 Pure, Stats & Mechanics (throughout the year with multiple batches)
• + More for bonus revision lessons closer to exams. This doesn’t include the office hours. 

Each lesson is custom-built to:
• Start from fundamentals
• Build up to the hardest exam questions
• Cover every question type
• Teach students how to think like top performers

Built-In 1:1 Tutoring (Office Hours & Unlimited Message Support)

• 9x weekly office hours during term time
• Submit up to 2 exam questions per office hour and receive a personal session time
• 1:1 help until confident — no time limit
• Unlimited message support in the DMs outside office hours.

Assessment, Feedback & Accountability

• Exam-style homework for every topic
• Monthly assessments marked by their mentor
• Unlimited questions via chat
• All lessons recorded for full review flexibility

The Investment? £2,800

That’s less than £24/hour for:
• 120+ structured, exam-focused lessons with progressive difficulty
• 1:1 office hour support from now till June 2026 (attend as many as you wish)
• Ongoing unlimited chat support with your personal mentor
• Marked assessments each month
• Real structure, real results

Payment options available
1 x £2,800 (best value)
2 x £1,500 (every 30 days)

Please note we are unable to offer discounts or adjust payment plans. 

When should we start?

As early as possible.

The strongest outcomes come from starting before pressure points like mocks and end-of-year assessments, not after them.

Starting early gives us time to assess where your child actually is, identify gaps, and fix exam technique properly, rather than rushing once results are already on paper.

When families wait, options narrow and stress increases.
When they start early, there’s room to build understanding and confidence in a controlled way.

From the moment you join, students complete an initial assessment and gain full access to the video library, 1:1 help sessions, and message support. With nine 1:1 help sessions available each week, a significant amount of progress can be made even before the first formal lesson.

That head start is what allows students to stay calm, organised, and in control as assessments approach.

Yes.

Students are encouraged to ask for help during lessons and we often invite them to unmute their microphone so we can check understanding in real time. If a student prefers not to speak, they can use the message support feature instead, and we’re always happy to accommodate different comfort levels. Students can also share photos of their working so we can see exactly how they’re thinking and correct mistakes early. Outside lessons, they have access to up to nine 1:1 office hours each week to get help on any A-Level Maths topic, plus unlimited message support. This ensures questions are dealt with quickly and no student is left struggling in silence.

We believe in 1:1 tutoring and it’s a core part of our programme. The problem with relying on 1:1 tutoring alone is that it’s usually reactive. Sessions often focus on whatever the student is currently stuck on, follow the same textbook or homework they’re already struggling with, and rarely provide a clear plan for getting ahead. There’s limited time to cover everything in depth, little accountability, and progress depends heavily on week-to-week problem solving rather than long-term structure.

ALMM combines structured cohort teaching with built-in 1:1 support. Students get a clear step-by-step plan that moves them ahead of the syllabus, while still having access to individual help whenever something isn’t understood. This allows gaps to be fixed quickly, concepts to be mastered properly, and far more exam-style practice to be completed over time. Students thrive because they always know what to work on next, and parents have confidence that their child is following a complete system rather than relying on ad-hoc support.

As much as you’re able to be.

We encourage parent involvement and keep you informed throughout. Your child’s assessments are marked each month by an active examiner, and we provide clear feedback so you can see exactly how they’re progressing. We also run weekly calls where you can speak directly with our headteacher, ask questions, and get guidance on next steps or any concerns you have.

We recommend checking in at least once per week so we can point you in the right direction and ensure everything is on track. At the same time, your child is approaching university and needs to develop independence, so they are treated like a young adult within the programme. Our aim is to support, guide, and push them, while giving you as much visibility and involvement as you want.

All lessons are recorded and uploaded the next day.

If your child misses a session, they can watch the full recording, use one of the nine weekly 1:1 drop-in support sessions to get clarification, and even attend the same lesson again in a future cohort. This means they never miss out and can stay fully on track.

Yes.

Students have access to unlimited 1:1 support throughout the programme. We run nine office hours each week, and students can attend as many as they wish. In each office hour, they can submit up to two full exam questions and receive individual help until they’re confident. Alongside this, students also have unlimited message support, so questions can be asked and answered at any time rather than building up between lessons. Support runs throughout the academic year, right up until the end of exams.

Yes.

Your child’s progress is monitored closely throughout the programme. An active examiner marks their assessments, and homework is submitted each week so we can see exactly how they’re doing. When questions are answered incorrectly, students are expected to attend office hours so gaps are addressed properly rather than carried forward. As a parent, you can speak with us each week to review submitted work, discuss progress, and understand the next best steps for improvement. This gives you clear visibility and reassurance that your child is being supported and challenged appropriately.

No. Waiting until after mocks is exactly what most students later regret.

The students already inside ALMM are very clear about this. The biggest advantage of starting early is not chasing marks after the fact. It’s removing panic before it ever appears. Mocks don’t create problems, they expose them. Once results are back, time is tighter, confidence is lower, and every session feels reactive instead of planned.

Students consistently say that starting earlier helped them feel organised, calmer, and clearer about what to work on each week. They stopped guessing, stopped jumping between topics, and stopped relying on last-minute fixes. Instead, they built understanding steadily, practised properly, and went into mocks knowing what to expect rather than hoping for the best.

The exam timeline doesn’t change. What changes is how prepared your child feels when it arrives. Starting now means mocks become feedback, not a wake-up call. That’s why students who start early feel more confident, make faster progress, and perform better when it actually counts.

We’ve been running A-Level Maths Mastery since 2021, and our results are documented openly in our slideshow and on our YouTube channel.

On average, around 80 percent of our students achieve an A or A*. This is roughly double the national average, and it reflects what’s possible when students follow a clear structure, use the support available, and stay consistent throughout the year. Results always depend on effort, but our track record shows how effective the system is when applied properly.

You may come across other tutors offering something that sounds similar on the surface.

In practice, most programmes involve one or two lessons per week, sometimes with an occasional drop-in session.

That structure usually keeps students level with school, not ahead of it.

When the pace matches school, topics move quickly and understanding stays shallow. Students move on before ideas properly settle, and exam questions start to feel unfamiliar.

There is very little time to explore harder variations, mixed questions, or full past-paper style problems in any depth.

Now compare that with a student who has the time to slow down, go deeper, and practise across a wide range of exam questions with support available when something doesn’t click.

That student isn’t rushing. They’re building certainty.

Our programme is built around that difference.

It’s structured to help students get ahead, master the content properly, and walk into exams feeling prepared rather than unsure.

Yes, provided the right structure is in place.

Many students make major improvements within 16 weeks because ALMM is designed to keep them focused, supported, and consistent. We don’t rely on motivation or hope. Students follow a clear weekly structure, attend structured group lessons, receive continuous feedback, and have access to unlimited 1:1 support whenever something isn’t understood. Assessments, office hours, and exam-focused teaching ensure gaps are identified early and fixed properly. Because everything is organised and manageable, students stay on track instead of feeling overwhelmed, which is what allows progress to ha

Yes.

Top schools move quickly and expect students to understand content with minimal individual support. Lessons are paced for the class, not for mastery, and there is limited time to fix small gaps before they turn into bigger problems. We work with many students from excellent schools who realise they need structured exam technique, exam-board strategy, and consistent accountability to secure top grades. ALMM complements school teaching by making sure nothing is assumed, nothing is rushed, and everything is fully understood and exam-ready.

It does require effort. There’s no way around that.

Every high-achieving outcome comes from consistent work, and this is no different. Most parents reading this worked hard for their own success. The same principle applies here. The difference is that with the right structure, the work becomes routine rather than stressful. Once students know exactly what to do each week, they stop feeling behind and start operating with focus and confidence.

In reality, the time is already there. When structure is missing, that time often disappears into low-value revision or hours of screen time. When structure is added, students become more efficient, more disciplined, and far calmer. The exam is coming either way. You can arrive stressed and underprepared, or calm because the preparation was done properly and early.

The students who do best are not the ones who cram at the end. They are the ones who build understanding early, complete past papers with clarity, and walk into exams knowing they’ve seen every question type before. That is exactly what this programme is designed to support.

Parents often tell us that once their child is in the routine, pressure actually drops. Confidence replaces anxiety, and effort finally turns into results.

Your child has access until the end of their A-Level exams.

This includes full access to all live and recorded lessons, lesson workbooks, exam packs, predicted papers, assessments, office hours, unlimited message support, and all programme resources throughout the academic year. Support continues right up to their final exam so nothing is left uncovered.

We teach all A-Level Maths and Further Maths exam boards.

The core content is very similar across boards, and where there are differences, we cover exam-board-specific topics and approaches so students are fully prepared for their own specification.

Yes.

Yes.

If your child is ever stuck, support is available immediately. They can ask questions during lessons, use unlimited message support, or attend any of the weekly 1:1 office hours for individual help. We don’t allow confusion to build up or carry forward. The aim is to resolve issues as soon as they appear so students stay confident, focused, and on track.

That’s absolutely fine, and it actually works in your child’s favour.

If your child learns a topic with us before it comes up in school, we assume it’s new and teach it from first principles. When the same topic is then covered in class, it feels like revision rather than pressure, which is why many students prefer getting ahead with us. If your child has already seen the topic at school, learning it with us usually makes everything click much faster because the structure and exam focus are clearer.

Students also have access to our full video library, including lessons from previous cohorts, so they can revisit any topic they’re struggling with at school at any time. On top of that, they can use 1:1 office hours or message support to clear doubts quickly, and we’ll provide additional exam-style questions so the understanding is properly reinforced.

Our teaching team is made up of highly qualified specialists who work exclusively with A-Level students.

The programme is led by me. I hold two Master’s degrees in Mathematics, I am a Qualified Teacher, a former A-Level examiner, and a UCL graduate in Financial Mathematics. Our team includes Robert, who studied Mathematics at the University of Oxford, completed further actuarial training at Imperial College London, and is an active Edexcel examiner. We also have mentors with strong academic and teaching backgrounds, including a mentor with a Master’s degree in Aerospace Engineering and A* grades in both A-Level Maths and Further Maths.

All assessments are marked by active examiners, and the team works full-time on A-Level Maths and Further Maths. This ensures consistent teaching standards, accurate exam-board insight, and a level of structure and accountability that students and parents can rely on.

As soon as possible.

It’s far better to start before assessments rather than reacting after disappointing results. If your child’s next mock or assessment were their final grade, would you genuinely be happy with it? Most parents realise the answer is no. Starting early gives us the time to identify gaps, fix exam technique, and build confidence before marks start to matter. Once results are on paper, options become more limited and pressure increases.

Yes.

Students are encouraged to ask for help during lessons and we often invite them to unmute their microphone so we can check understanding in real time. If a student prefers not to speak, they can use the message support feature instead, and we’re always happy to accommodate different comfort levels. Students can also share photos of their working so we can see exactly how they’re thinking and correct mistakes early. Outside lessons, they have access to up to nine 1:1 office hours each week to get help on any A-Level Maths topic, plus unlimited message support. This ensures questions are dealt with quickly and no student is left struggling in silence.

We believe in 1:1 tutoring and it’s a core part of our programme. The problem with relying on 1:1 tutoring alone is that it’s usually reactive. Sessions often focus on whatever the student is currently stuck on, follow the same textbook or homework they’re already struggling with, and rarely provide a clear plan for getting ahead. There’s limited time to cover everything in depth, little accountability, and progress depends heavily on week-to-week problem solving rather than long-term structure.

ALMM combines structured cohort teaching with built-in 1:1 support. Students get a clear step-by-step plan that moves them ahead of the syllabus, while still having access to individual help whenever something isn’t understood. This allows gaps to be fixed quickly, concepts to be mastered properly, and far more exam-style practice to be completed over time. Students thrive because they always know what to work on next, and parents have confidence that their child is following a complete system rather than relying on ad-hoc support.

As much as you’re able to be.

We encourage parent involvement and keep you informed throughout. Your child’s assessments are marked each month by an active examiner, and we provide clear feedback so you can see exactly how they’re progressing. We also run weekly calls where you can speak directly with our headteacher, ask questions, and get guidance on next steps or any concerns you have.

We recommend checking in at least once per week so we can point you in the right direction and ensure everything is on track. At the same time, your child is approaching university and needs to develop independence, so they are treated like a young adult within the programme. Our aim is to support, guide, and push them, while giving you as much visibility and involvement as you want.

All lessons are recorded and uploaded the next day.

If your child misses a session, they can watch the full recording, use one of the nine weekly 1:1 drop-in support sessions to get clarification, and even attend the same lesson again in a future cohort. This means they never miss out and can stay fully on track.

Yes.

Students have access to unlimited 1:1 support throughout the programme. We run nine office hours each week, and students can attend as many as they wish. In each office hour, they can submit up to two full exam questions and receive individual help until they’re confident. Alongside this, students also have unlimited message support, so questions can be asked and answered at any time rather than building up between lessons. Support runs throughout the academic year, right up until the end of exams.

Yes.

Your child’s progress is monitored closely throughout the programme. An active examiner marks their assessments, and homework is submitted each week so we can see exactly how they’re doing. When questions are answered incorrectly, students are expected to attend office hours so gaps are addressed properly rather than carried forward. As a parent, you can speak with us each week to review submitted work, discuss progress, and understand the next best steps for improvement. This gives you clear visibility and reassurance that your child is being supported and challenged appropriately.

No. Waiting until after mocks is exactly what most students later regret.

The students already inside ALMM are very clear about this. The biggest advantage of starting early is not chasing marks after the fact. It’s removing panic before it ever appears. Mocks don’t create problems, they expose them. Once results are back, time is tighter, confidence is lower, and every session feels reactive instead of planned.

Students consistently say that starting earlier helped them feel organised, calmer, and clearer about what to work on each week. They stopped guessing, stopped jumping between topics, and stopped relying on last-minute fixes. Instead, they built understanding steadily, practised properly, and went into mocks knowing what to expect rather than hoping for the best.

The exam timeline doesn’t change. What changes is how prepared your child feels when it arrives. Starting now means mocks become feedback, not a wake-up call. That’s why students who start early feel more confident, make faster progress, and perform better when it actually counts.

We’ve been running A-Level Maths Mastery since 2021, and our results are documented openly in our slideshow and on our YouTube channel.

On average, around 80 percent of our students achieve an A or A*. This is roughly double the national average, and it reflects what’s possible when students follow a clear structure, use the support available, and stay consistent throughout the year. Results always depend on effort, but our track record shows how effective the system is when applied properly.

Yes, provided the right structure is in place.

Many students make major improvements within 16 weeks because ALMM is designed to keep them focused, supported, and consistent. We don’t rely on motivation or hope. Students follow a clear weekly structure, attend structured group lessons, receive continuous feedback, and have access to unlimited 1:1 support whenever something isn’t understood. Assessments, office hours, and exam-focused teaching ensure gaps are identified early and fixed properly. Because everything is organised and manageable, students stay on track instead of feeling overwhelmed, which is what allows progress to ha

Yes.

Top schools move quickly and expect students to understand content with minimal individual support. Lessons are paced for the class, not for mastery, and there is limited time to fix small gaps before they turn into bigger problems. We work with many students from excellent schools who realise they need structured exam technique, exam-board strategy, and consistent accountability to secure top grades. ALMM complements school teaching by making sure nothing is assumed, nothing is rushed, and everything is fully understood and exam-ready.

It does require effort. There’s no way around that.

Every high-achieving outcome comes from consistent work, and this is no different. Most parents reading this worked hard for their own success. The same principle applies here. The difference is that with the right structure, the work becomes routine rather than stressful. Once students know exactly what to do each week, they stop feeling behind and start operating with focus and confidence.

In reality, the time is already there. When structure is missing, that time often disappears into low-value revision or hours of screen time. When structure is added, students become more efficient, more disciplined, and far calmer. The exam is coming either way. You can arrive stressed and underprepared, or calm because the preparation was done properly and early.

The students who do best are not the ones who cram at the end. They are the ones who build understanding early, complete past papers with clarity, and walk into exams knowing they’ve seen every question type before. That is exactly what this programme is designed to support.

Parents often tell us that once their child is in the routine, pressure actually drops. Confidence replaces anxiety, and effort finally turns into results.

Your child has access until the end of their A-Level exams.

This includes full access to all live and recorded lessons, lesson workbooks, exam packs, predicted papers, assessments, office hours, unlimited message support, and all programme resources throughout the academic year. Support continues right up to their final exam so nothing is left uncovered.

We teach all A-Level Maths and Further Maths exam boards.

The core content is very similar across boards, and where there are differences, we cover exam-board-specific topics and approaches so students are fully prepared for their own specification.

Yes.

Yes.

If your child is ever stuck, support is available immediately. They can ask questions during lessons, use unlimited message support, or attend any of the weekly 1:1 office hours for individual help. We don’t allow confusion to build up or carry forward. The aim is to resolve issues as soon as they appear so students stay confident, focused, and on track.

That’s absolutely fine, and it actually works in your child’s favour.

If your child learns a topic with us before it comes up in school, we assume it’s new and teach it from first principles. When the same topic is then covered in class, it feels like revision rather than pressure, which is why many students prefer getting ahead with us. If your child has already seen the topic at school, learning it with us usually makes everything click much faster because the structure and exam focus are clearer.

Students also have access to our full video library, including lessons from previous cohorts, so they can revisit any topic they’re struggling with at school at any time. On top of that, they can use 1:1 office hours or message support to clear doubts quickly, and we’ll provide additional exam-style questions so the understanding is properly reinforced.

Our teaching team is made up of highly qualified specialists who work exclusively with A-Level students.

The programme is led by me. I hold two Master’s degrees in Mathematics, I am a Qualified Teacher, a former A-Level examiner, and a UCL graduate in Financial Mathematics. Our team includes Robert, who studied Mathematics at the University of Oxford, completed further actuarial training at Imperial College London, and is an active Edexcel examiner. We also have mentors with strong academic and teaching backgrounds, including a mentor with a Master’s degree in Aerospace Engineering and A* grades in both A-Level Maths and Further Maths.

All assessments are marked by active examiners, and the team works full-time on A-Level Maths and Further Maths. This ensures consistent teaching standards, accurate exam-board insight, and a level of structure and accountability that students and parents can rely on.