We are CSIMaths.com, we are EOTAS.uk, and we are here for you.
I’m Nick and I’m a proud nerd!
While each of my students is an individual with unique needs and should never be reduced to mere data, I am driven by the concept of progression. By progression, I mean meaningful growth and development, not just academic attainment. For some of our young people, pursuing GCSEs isn’t the right path; they need a supportive environment where they can play, learn, and flourish.
I have taught many students in the past who claimed they ‘hated’ maths—and, to be honest, I understand why. It can be a dull subject unless it’s brought to life with real-world context. So, how do we change that? One way is by giving a group of Year 7 students a huge spreadsheet containing an entire football season’s results and encouraging them to explore it. Six weeks later, they’re not just grasping statistics; they’re extrapolating beyond the data and predicting the next season’s outcomes. That’s the power of contextual learning, and it has a way of engaging everyone.
I am a Mathematics teacher and education consultant specialising in Social, Emotional, and Mental Health (SEMH) education. Throughout my career, I have had the privilege of working in a variety of schools—some outstanding, others with room for improvement—but in every place, I’ve encountered incredible teachers. Most educators genuinely care about their students, though many find themselves torn between their passion for teaching and the pressures of meeting administrative demands.
So, why am I no longer teaching in traditional schools? Why did I step away from the establishment and choose a different path? Why did I turn down and leave senior leadership and department head roles?
In my view, the current system is no longer fit for purpose. I have seen talented teachers and bright students leave the system, often due to burnout. But stepping away doesn’t mean giving up. Today, I believe I have the best role in education—though I admit, I’m a little biased! I work in Alternative Provision (AP) and Education Other Than At School (EOTAS), settings where I feel I can truly make a difference for young people.
I hold a Master’s Degree in Mathematics Education (with Distinction), Qualified Teacher Status, and an Enhanced Disclosure and Barring Service (DBS) certificate. My teaching experience spans schools, further education colleges, universities, and Special Educational Needs and Disabilities (SEND) schools, across both mainstream and independent settings. This diverse background drives my commitment to making a meaningful impact.
When faced with challenges, we have a choice: to retreat or to push forward. I choose to push forward, and I’ve already attracted interest from one of the world’s most prestigious universities. My goal is to build on my previous research and introduce a new, child-centred pedagogy that prioritises individual needs over a one-size-fits-all approach like the GCSE pathway. However, many of our young people still need the GCSE pathway and many are moving to EOTAS.uk from the independent after recent VAT increases. If you are seeking an alternative to traditional schooling, get in touch for more information.