Years experience
Years exam marking
Positively impacted
We believe
every learner deserves clear explanations, structured practice and honest, encouraging feedback. We know how hard you’re already working, and we respect the effort you put in - even when your results don’t yet reflect it.
Our story
We started LearnLots guided by one goal: to make GCSE Maths feel clearer, calmer, and more achievable for students who don’t naturally “click” with the subject.
Across school leadership, exam marking, curriculum design and onetoone support, we’ve seen how powerful it is when struggling learners finally get the right structure and the right support. We’re here to bring that level of clarity to your GCSE Maths journey.
We also know that turning “I’m stuck” into “I can and I know what to do next!” isn’t easy. It can leave students with their head in their hands and families unsure how best to help. That’s exactly why LearnLots exists: to provide a clear, examinerinformed plan so you’re no longer guessing what to revise or how to move forwards.
about Learnlots
Our commitment to students and families runs deep...
Hi I'm Nathan
I have a genuine passion for Maths and after studying Maths and Further Maths at A Level I went on to achieve a BSc (Hons) in Maths and Management Science. During my undergraduate studies I worked at Staffordshire University Maths Summer School for those who had not achieved GSCE Maths at the required level and as a Maths tutor. This sparked a love of teaching, specifically explaining things in a way that people can understand so that they can go on to achieve their goals. After completing my PGCE I worked in a variety of Secondary schools, I have been a Specialist Maths School Coordinator, Head of Department, Head of Maths and IT Faculty and Assistant Head.
Throughout my career I have strived to make Maths accessible and engaging and have worked hard to support pupils and colleagues. I have led departmental and whole school staff development sessions, Mentored Students and NQTs and was invited to guest lecturer on the Liverpool Hope Maths Development Programe. I have also served as a governor at the local primary school for over 14 years, including time as Vice Chair.
I am a parent to 4 boys, the oldest two are currently sitting GSCES and A Levels respectively so fully understand the difficulties and frustrations involved in motivating teenagers. I also have a wealth of experience with neurodiversity and understand that different approaches are needed depending on the personalities involved
Instead, we focus on building a clear, repeatable system that helps you understand what to do, why it works, and how to turn that understanding into marks. Other GCSE Maths support might focus mainly on reteaching topics in isolation; we know that’s not enough. The real challenge - and the real opportunity - lies in consistently applying simple methods to unfamiliar, multistep exam questions.
Here’s what makes LearnLots different:
Giving you a long, unfocused video with a stack of practice questions and waving goodbye isn’t our style.
We focus time on the highleverage GCSE skills most linked to moving from Grade 3 to Grade 4/5, identified using questionlevel analysis of real exam papers.
We use a simple weekly rhythm that turns “I don’t know what to do” into a predictable plan:
Build: short, focused teaching plus a knowledge check with clear feedback.
Apply: live, examstyle problemsolving that shows you how to turn methods into marks.
Reinforce: independent practice and retrieval to lock learning in.
We run tight feedback loops with the ‘Unstuck Engine” so students get unstuck quickly and stop repeating the same errors.
We make progress visible: structured tasks, clear next steps, and regular reporting so effort translates into measurable improvement.
We teach students how to handle the part that usually blocks Grade 4/5 - applying knowledge and reasoning through longer questions.
We call this structured, examiner informed approach PassLab
By focusing time on the high‑leverage GCSE skills most linked to moving from Grade 3 to 4/5, chosen using question‑level analysis of real exam papers.
