What inspired you to become a maths teacher?

I’ve always loved maths because it helps explain the world around us. It’s like a secret code that’s everywhere—patterns in nature, technology, even the way we tell time! I wanted to share that excitement with others and show students that maths isn’t just about numbers on a page—it’s about problem-solving, creativity, and discovery. Seeing students have those ‘lightbulb moments’ when something clicks is what made me realise this was the perfect job for me.

How do you make maths engaging and accessible for all students, even those who find it challenging?The key is to make it relatable. I break things down into smaller steps, use lots of visual aids, and bring in real-life examples to show how maths connects to the world. Group activities, practical investigations, and hands-on challenges also help make it more interactive. Most importantly, I make sure my classroom is a space where students feel comfortable asking questions—mistakes are part of learning, and I want them to feel confident exploring maths without fear.

What do you think is the biggest misconception students have about maths, and how do you address it?

So many students think you have to be ‘naturally good’ at maths to succeed, but that’s just not true! Maths is like a muscle—the more you practice, the stronger you get. I always remind students that even the greatest mathematicians faced challenges. It’s all about persistence and taking things step by step. I also focus on celebrating progress rather than perfection—small wins build confidence, and that’s what really matters.

What are your goals for the Maths Department at Leicester High School for Girls?

I want every student to feel supported and encouraged, whether they’re aiming for a solid pass or planning to take maths at university. That means refining the curriculum to strike a balance between core skills and problem-solving, making lessons engaging, and creating more opportunities for students to explore maths outside the classroom. I’d love to see more students taking part in competitions, STEM projects, and collaborative activities that make maths even more exciting.

What resources or strategies do you use to help students build confidence in their mathematical abilities?

One of my favourite things to use is mini-whiteboards—they’re great for quick, low-pressure assessments, and students don’t feel nervous about making mistakes. I also encourage students to set small, achievable goals so they can see their progress and celebrate their wins. Technology plays a big role too—graphing tools and online platforms make it easier to visualise complex ideas and bring maths to life.

Are there any exciting initiatives, competitions, or extracurricular activities you’d like to introduce to the department?Absolutely! I’d love to organise university visits so students can see how maths is used beyond school. Competitions are also a big priority—I think taking part in regional maths challenges helps develop problem-solving and teamwork skills. Another idea I have is a mentoring scheme where older students help younger ones with maths—it’s a great way to build confidence and create a sense of community within the department.

What advice would you give to students who are considering taking maths at A-level or beyond?

Go for it! Maths opens so many doors, whether you’re interested in engineering, finance, medicine, or even game design. It builds on what you already know, and while it can be challenging at times, it’s incredibly rewarding. If you enjoy solving puzzles, spotting patterns, or just love the logic behind things, then maths is definitely worth pursuing. And remember—you’re not expected to know everything straight away, so don’t be afraid to ask for help!

What’s your favourite part of teaching maths?

Seeing students’ confidence grow. There’s nothing better than watching a student go from “I can’t do this” to “Wait, I get it!” I also love the unexpected moments when students come up with a completely different way to solve a problem—it just shows how creative maths can be.

Can you share a fun maths fact or problem for our students to try?

Of course! Did you know that if you shuffle a deck of 52 cards, it’s almost certain that no other deck in history has ever been shuffled into the exact same order? That’s because there are 52 factorial (52!) possible arrangements—which is a number so big it’s practically impossible to comprehend! Give it a try—shuffle a deck and know that the order you’ve created is (probably) unique in the universe!