I am a Cambridge Natural Sciences graduate with 13 years’ tutoring experience and 17,000+ hours of one-to-one tuition across Maths and Science.

I work primarily online with students across London, Manchester, the wider UK and internationally. Having built much of my tutoring practice in London, I continue to support London families online, with occasional in-person tuition available in London or Manchester by arrangement.

I specialise in GCSE, IGCSE, A-Level and IB support across Maths, Further Maths, Biology, Chemistry and Physics. My main work is with students who need clearer explanations, stronger exam technique and a more structured route towards their target grades. Some students come to me after disappointing mocks or a loss of confidence. Others are already performing well and need the precision, pace and challenge required for grades 8/9, A/A* or competitive admissions.

Tutoring has been my full-time professional work for nearly a decade, following several years of teaching alongside my own studies. I work across all major UK exam boards, including AQA, Edexcel, OCR, CIE and WJEC, as well as the IB.

I currently have 13 verified five-star reviews transferred from my previous tutoring platform, with further parent references available on request. I have other reviews that we are in the process of verifying, but will be up soon.

I am calm, clear and approachable, but I set high standards. My aim is not just to “go through topics”, but to identify what is holding a student back and fix it properly.

I have taught Maths, Further Maths, Biology, Chemistry and Physics across 11+, 13+, GCSE, IGCSE, A-Level and IB, working with students of a wide range of abilities.

At GCSE and IGCSE, I support students across Maths, Further Maths and the sciences. My work often focuses on rebuilding foundations, improving confidence and teaching students how to answer exam questions with the precision required for grades 7–9.

At A-Level, I teach Maths, Further Maths, Biology, Chemistry and Physics. The step up from GCSE can be substantial, and many capable students struggle because they have not been taught how to organise their methods, apply concepts to unfamiliar questions or revise efficiently. I help students bridge that gap and develop the independence required for strong results. I also work with IB students in Maths AI/AA and the sciences. The IB can stretch students thin across several demanding subjects, so my approach is efficient, structured and focused on the question types most likely to expose gaps in understanding.

I have prepared students for 11+, 13+ and 16+ assessments, including Maths, Science, reasoning and interview preparation. I also support university applicants with STEM admissions tests and interview preparation, including MAT, PAT, NSAA, ENGAA and ESAT.

I regularly work with:

• GCSE and A-Level students whose mock results do not reflect their ability
• High-achieving students aiming for grades 8/9, A/A* or competitive admissions
• Students who understand content in class but lose marks in exam questions
• Families wanting one tutor across multiple STEM subjects
• IB students balancing a demanding subject load
• Students preparing for 11+, 13+, 16+ or Oxbridge/STEM admissions
• Students recovering confidence after illness, anxiety, disrupted schooling or poor teaching

Recent outcomes include:

• A Level student with ME moving from E-grade mock performance to A-grade final results in 9 months
• Student improving from D to B after resits,
• GCSE students achieving grades 8 and 9
• A-Level students meeting university offer requirements
• Selective school applicants receiving offers from preferred independent and boarding schools

My approach is based on diagnosis, clarity and exam execution.

First, I identify the real problem. Sometimes it is missing content. Sometimes it is weak algebra, poor recall, imprecise terminology, inefficient revision or lack of confidence. Often, the student understands more than they think but cannot convert that understanding into marks.

Once the problem is clear, I rebuild the topic carefully and efficiently. I focus on explanations that students can actually use, rather than overwhelming them with unnecessary theory.

Finally, we apply the knowledge to exam questions. This is where many students make the fastest progress. I teach students how to read and assess questions properly, structure working, use key terminology, avoid common traps and understand exactly what examiners are looking for.

For high-achieving students, the focus is often on marginal gains: speed, precision, harder problem-solving, synoptic links and reducing avoidable errors.

I also put real effort into building rapport. Students work harder and are more honest about what they do not understand when they feel comfortable. I am warm and patient with my students, whilst also keeping lessons focused. Students get the best results when they practise consistently, complete work between sessions and engage properly with feedback. Parents can expect honest communication, clear priorities and a structured plan.