Year 9 Course

New students joining at the start of the course benefit from a 4-week trial period. Students wishing to leave at the end of the trial period will be given a refund of the tuition fees with no further commitment to the course. (See terms and conditions).

Our Year 9 course is intended for students with a good ability in maths that are doing fine at the maths they are covering in school, but want to get ahead of their schoolwork.

It is designed to stretch and challenge able students and to promote budding mathematicians; in the long term, giving them the opportunity to take advantage of the full range of qualifications that maths (unlike any other subject) offers:

A student with a talent for maths can sit three different GCSEs in Maths, and they can sit two different A-levels. On top of that, there are even harder exams (the AEA and STEP papers) that enable capable students to prove to the top universities (Oxford, Cambridge, Warwick, Imperial etc. just how talented they are...

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We try to give you as much information as we think you'd need on the website, but without providing an information overload! So, if you have any unanswered questions, then please call us on 0333 1 2 33 44 5


Students who join us in Year 9 will aim to complete the full G.C.S.E. syllabus 1-year ahead of their peers. This gives them the option to sit the G.C.S.E. 1-year early, although not all of our students opt to do that...

More importantly, it allows them a wealth of opportunities to demonstrate their talent for maths that simply are not available to students that join us in Year 10

Course Benefits

  • A 2-year full-course written by Dr Deepak Shah and taught by Mrs Menna Haria, covering the entire G.C.S.E. syllabus in great depth, and challenging capable students
  • Worksheets and homeworks are tailor-made for each lesson
  • Students can stay behind after the lesson for extra help if they need it
  • Students are given out-of-lesson support with the homework, so they can always make a proper attempt at it
  • Mrs Haria marks the students' homework outside of the lesson, to save valuable lesson time
  • Students are set a test each week and are given review work with guidance based on their performance in the test
  • Plenty of exam practice - and guidance with the past papers - is given, but only when the student is ready for it!
  • Students who join in Year 9 will aim to complete the G.C.S.E. syllabus 1-year early, with the choice to sit the exam early, or not (if they'd prefer not to...)
  • Option to sit other G.C.S.E.s in Maths (i.e. G.C.S.E. Statistics, G.C.S.E. Additional Maths or G.C.S.E. Further Maths).
  • Completing the G.C.S.E. syllabus 1-year early allows students the time to opt to study for two A-levels in Maths ("Double Maths" = A-level in Maths and A-level in Further Maths), should they wish to...
  • "Double Maths" is a qualification which highly regarded by the top universities (Oxford, Cambridge, Warwick, Imperial etc)
  • Option to study for the Advanced Extension Award in Mathematics (A.E.A.) or Sixth Term Entrance Papers (S.T.E.P.) - which are used by the top universities to award places

Lesson Structure

Our course and our approach to teaching is highly structured and meticulously organised - and our lesson structure follows in the same vein


Each lesson is approximately 2½ hours long, which sounds excessive, but trust us - it works - because the lesson is broken up into manageable chunks; so the students don't get bored, tired or lose concentration


Lesson Structure



Time Allocated Task Description


40 minutes



Review of Previous Homework


The first 40 minutes is spent reviewing the previous homework

and identifying any resolving difficulties that individual students had with the work

The students are then given a list of the corrections that they need to complete -

mistakes must ALWAYS be rectified…


20 minutes



Weekly Test


Students are tested on the work we learned 3-weeks ago

that they did the homework on 2-weeks ago,

and that they corrected last-week…

The test will identify any tiny weaknesses in their understanding of that topic

and 3-guided corrections are set for each question they got wrong in the test!

We have a 4-week rolling programme for each topic: Learning, Practising, Correcting and finally Reviewing -

we don't give them a change to lose that hard earned understanding of a topic!


40 minutes



Learn new topics


Because we spend lots of time outside of the lesson preparing the lesson notes and examples,

we can ensure that we teach in a fluid, coherent manner - which speeds up the pace of learning,

meaning that our lessons are delivered at a pace that is exhilarating for the student!


40 minutes



Practice the new topic


Now, we practice plenty of examples.

I give students who are stuck a little 'nudge' to get them going again…

(Any more than a 'nudge' isn't teaching, it's 'showing'!)


Entry Requirements

Our 2-year full G.C.S.E. course has no specific prerequisites - we teach the entire G.C.S.E. syllabus in full (as well as covering the preliminary Key Stage 3 work). We provide our students with all of the course materials, worksheets, tests, revision notes, past exam papers, etc. that they need.

Entry in Year 9 is intended for students that ultimately want to head for the top universities and so wish to collect extra qualifications to justify being awarded those valuable places.

Students should be coping with their schoolwork without too much difficulty (although sometimes students are under-performing because they are not challenged by their schoolwork, and are bored). We'd look for a student to have achieved a level 6 or above in their Year 8 report from school.


  • Apply when the student is in Year 8 or during the summer before (s)he enters Year 9.
  • Suitable for students that are coping well with schoolwork and wishing to move ahead.
  • Be willing and able to complete 2/3 hours of homework each week.
  • Have achieved (or expected to achieve) level 7 in the Year 8 school report.

Students are monitored closely over the first year, to ensure they are coping with the work. They are examined weekly, and crucially, at the end of the first year to decide if they are suitable to carry on to the second year of the course

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