I am a full-time professional mathematics and physics tutor with over 10,000 hours of one-to-one teaching and tutoring experience. I have been tutoring professionally since 2015 and work with students from primary level through to GCSE and A Level, including students preparing for competitive entrance examinations. for schools and universities.

I hold a BSc in Physics from Imperial College London and have extensive experience teaching mathematics and physics across the major UK examination boards. Alongside private tuition, I have taught GCSE and A Level Mathematics in a specialist SEN school and have worked extensively as a private homeschool educator, taking responsibility for the complete delivery of GCSE and A Level courses.

A particular area of my practice is working with students who have found conventional classroom learning difficult. I have considerable experience supporting students with dyslexia, dyscalculia, ADHD, ASD, dyspraxia, maths anxiety and other learning, emotional and behavioural difficulties as a tutor, homeschool teacher and in the classroom. I have consulted for leading tutoring agencies on how to best approach the teaching of students with complex learning profiles.

I am equally comfortable working with high-achieving students who want to be stretched, students who need to rebuild their confidence and foundations, and young people who require a more comprehensive alternative to conventional schooling.

Outside of private tuition, I have extensive experience working in the mental health field. I have postgraduate qualifications from UCL in psychoanalytic theory and from the Tavistock and Portman NHS Trust in psychotherapy. My training in psychotherapy has given me a particularly strong understanding of the emotional and psychological aspects of learning. This can be especially valuable for students whose academic difficulties are accompanied by anxiety, low confidence or negative experiences of education.

I offer both online tuition and in-person tuition, as well as more intensive and tailored homeschooling programmes. For students with busy schedules who are looking for specific exam support (11+, GCSE, A Level, University entrance), I offer intensive courses over the half-term, Easter and Summer breaks. My availability for this is not covered in the availability section on my profile so please enquire if interested.

As a proud Welsh speaker, I can also deliver tuition through the medium of Welsh if needed!

Before enquiring, please be aware that spaces are extremely limited for after-school tuition during term time, though there is more availability at weekends currently. The best time to enquire is during the summer when there is a turnover of students who have completed their studies. I often will reserve spaces for students for the next academic year if I know a vacancy will be available. So, do enquire early!

I have worked as a professional private tutor since 2015 and have accumulated more than 10,000 hours of tutoring and teaching experience, predominantly one-to-one. I have experience tutoring primary aged children, KS3, and GCSE and A Level across all major UK exam boards, including IGCSE. I also prepare students for entrance exams, including the 11+ and university entrance for Oxford, Cambridge and other universities.

My experience includes both supplementary tuition and independent delivery of the maths and physics curriculum in both homeschooling and classroom contexts. From 2022 to 2025, I taught GCSE and A Level Mathematics at a specialist SEN school, where I delivered complete courses to pupils with complex educational needs, behavioural difficulties and mental health challenges. I have contracted for primary schools, teaching classes of more able and talented pupils who had a keen interest in maths. Before moving to London, I worked for a local authority initiative that supported non-attending students to complete their GCSEs. In this capacity I worked with a range of students with complex learning, emotional and behavioural needs including excluded pupils, pupils with mental health difficulties and foster children.

As a homeschool educator, I have worked with many students who were better served outside of the mainstream school system. I have homeschooled students with SEN, SpLDs, behavioural issues, mental health issues and students from abroad who needed to complete UK maths qualifications. I recently homeschooled a severely dyslexic student (requiring a reader and scribe for exams), who's parents opted for a homeschooling approach for his A Levels after he thrived in private tuition with me for his GSCEs after years of struggling in specialist schools. This student went on to achieve an A* in A Level mathematics.

I consider tutoring and homeschooling to be a great responsibility and I always strive to provide the right educational approach to each student. In the past, I have consulted with leading educators and SEN specialists on techniques for teaching complex learners. I believe there's always a creative solution to any learning challenge.

I have extensive experience supporting students with dyslexia, dyspraxia, dyscalculia, ADHD, ASD, maths anxiety, anxiety disorders and behavioural difficulties. I am committed to professional development as an educator and have undertaken courses in maths anxiety, dyslexia, dyscalculia, executive functioning and SEND to improve my tutoring practice and meet the needs of my students.

I prepare students for:

• Mathematics: KS2, KS3, GCSE and IGCSE, and A Level • Physics: KS3, GCSE and IGCSE, and A Level • Examination boards including Edexcel, AQA, OCR, WJEC and OCR MEI • Entrance and admissions examinations including 11+, 13+, CAT4, UKiset, TSA, TMUA, MAT and STEP

I teach both online and in person and am available for regular weekly tuition, intensive examination preparation and bespoke homeschooling programmes.

I take a holistic approach to tutoring that considers the student as a whole person, including their learning profile, current ability, goals, personality and needs. Each student is different and unique and is on their own educational journey. I attempt to meet them where they are in that journey whilst also recognising the reality of the school system and the need to be prepared for exams when they come. As such I aim to not only help students understand and engage with maths, but to support them in becoming independent learners who can motivate themselves to meet educational challenges head on and thrive in their studies.

I always aim to make maths accessible, interesting and engaging for students, but I don't pretend that maths isn't challenging at times, or that it's always fun. I try to help the student experience the rewards of learning maths and the well earned satisfaction that comes with achieving understanding through hard work. Many of my students develop a real love of mathematics and a great sense of enjoyment after the door to understanding has been opened, my job is to help them open that door.

I have been greatly influenced by many educators and educational theories in my work. In particular, I often utilise a mastery-based approach that emphasises deep understanding of mathematical concepts using concrete and pictorial representations, including using manipulatives such as Cuisenaire rods and algebra tiles which help support the student in grasping the underlying principles at play in any given topic before moving on to acquiring greater abstraction and fluency. This approach also recognises that learning is a phased process that requires different techniques and exercises for each phase, so a student can move from being a novice in a concept or procedure, to acquiring the basic skills, achieving fluency and eventually reaching a level of mastery where they can solve complex and novel problems.

In line with the most recent research in maths education, I believe a strong knowledge base is essential to using mathematics fluently and creatively, so I emphasise the acquisition of knowledge in my tutorials, and use recall practice and other techniques so a student has all of the important facts, formulas and procedures available in their long term memory.

For high-stakes exams, the most important thing is preparation, so I make sure a student is well practiced for any exams and has already proven to themselves that they have reached the required level in practice papers many times before the day of the exam.

For conventional tutoring, I will usually have a short conversation with the parent or guardian before the first lesson to establish the child's educational needs, their current attainment level, and any SEN or SpLDs they may have. The first session involves an informal assessment to understand the child's way of thinking and working as well as their level of knowledge and ability. This helps me identify any gaps they may have as well. I will usually also have a chat with the student about their attitude to maths, their confidence, and get a sense of their personality and interests. I will them put a plan in place for the following school year that will take into account any gaps in knowledge that will need to be addressed as well as what the student will cover in school in that year. For this, I often will communicate with the student's teachers if possible so I'm aware of the school's scheme of work and assessment schedule. The plan put in place is always communicated to both the parents/guardians as well as the student, so they know where they are going and what will be expected of them throughout the year. There is also a short homework each week, which is sent to students vias google classroom. For online lessons I use Zoom and an online whiteboard service which can be downloaded by the student as a PDF for their own study.

With homeschooling, there is need for a more comprehensive consultation, with both parents/guardians and the student. In more complex cases this may require two or even three meetings with the student to establish the full range of their needs and what approach may be best for them. I will then formulate a realistic but ambitious curriculum which is communicated to the student, and progress is tracked regularly so the student can get a sense of their own achievement and progress. It's essential that any approach put in place remains flexible and responsive to the needs of the student and I will communicate any changes to this as I learn more about the student as the teaching proceeds. I will always communicate necessary feedback and progress to parents, and believe being open and honest is essential to good tutoring and teaching.