Hi, I’m Taran, a London-based tutor and quantitative finance professional working in an investment bank in the City of London.

I’m passionate about helping students understand difficult subjects by breaking them down into simple, manageable ideas. Rather than simply showing a student how to get the right answer, I focus on understanding how they think, identifying where they get stuck, and helping them build the confidence to work things out independently.

One of the advantages I bring is that I work professionally in quantitative finance, so I can connect academic concepts to real-world applications. Where appropriate, I use practical examples from finance, technology and everyday situations to demonstrate why something works in the real world, rather than simply teaching the theory. I also like to highlight the difference between theory and practice, showing students how concepts they learn academically are actually applied to solve real problems. I find this makes difficult subjects more intuitive, relevant and memorable.

I’m patient, approachable and a good listener, which allows me to adapt my teaching style to suit each student. I’ve worked with students from a wide range of ages, backgrounds and abilities, including those with ADHD, Autism and Asperger’s.

My teaching experience spans primary school, secondary school, sixth form, university and graduate level, as well as delivering professional presentations in a corporate environment. This breadth of experience has taught me how to communicate complex ideas clearly and tailor my approach to different learning styles, abilities and levels of understanding.

For exam-focused students, my goal is simple: maximise their grades.

I focus on three key areas:

• Mastering the core material – making sure the fundamentals are properly understood rather than memorised.

• Exam technique – learning how to approach different question types, manage time effectively and maximise marks.

• Past papers and exam questions – practising under realistic conditions to build confidence and identify areas that need further work.

I’m proud that many of my students have improved by around 2–3 grades, and I aim to make lessons both effective and enjoyable.