I am a Cambridge Mathematics graduate and experienced online Mathematics, Further Mathematics and Physics tutor with ten years of tutoring and teaching experience.

My academic background spans Mathematics, Physics and energy policy. I hold a BA in Mathematics from the University of Cambridge, an MSc in High-Energy Physics, Astrophysics and Cosmology from the Autonomous University of Barcelona, and an MSc in Science, Technology and Society from UCL, awarded with Distinction. I am currently completing a PhD in energy policy at UCL and am an Associate Fellow of the Higher Education Academy (AFHEA).

I achieved five A*s at A-level in Mathematics, Further Mathematics, Physics, Chemistry and Biology, including full marks across my Mathematics and Further Mathematics modules.

I specialise particularly in A-level and IB Mathematics, Further Mathematics, STEP, MAT and advanced mathematical problem-solving. I also teach GCSE/IGCSE Mathematics, Physics, Digital SAT Mathematics, 11+ and other selective school and university entrance examinations.

Students I have supported have subsequently secured places at universities including Cambridge, Oxford, Imperial, UCL, King's College London, Durham, Princeton, Harvard and MIT.

hold a current Enhanced DBS with Children’s Barred List check and am registered with the DBS Update Service.

I have ten years of tutoring and teaching experience and approximately 3,000 hours of teaching and tuition across Mathematics, Further Mathematics, Physics and entrance examinations.

I began tutoring while studying Mathematics at Cambridge and have since taught students from 11+ through to undergraduate level across British, IB, European and US curricula.

My school-level experience includes GCSE and IGCSE Mathematics and Physics, A-level Mathematics, Further Mathematics and Physics, International Baccalaureate Mathematics and Physics, Pre-U, STEP, MAT, Digital SAT Mathematics, AP material, 11+ and other selective school entrance examinations.

I have repeatedly supported students in achieving improvements of two grades or more, including previous examples of U to B, D to A and C to A*. I have also supported successful MAT and STEP candidates who subsequently went on to read Mathematics at Oxford and Cambridge.

From 2018–2019 I taught Mathematics and Further Mathematics at City of London Academy Highbury Grove across Years 10–13, including contributing to the structure of the A-level curriculum and adapting teaching for students at different levels of attainment.

I have also taught at university level, including at UCL and New York University Abu Dhabi, and have contributed to entrance-examination and academic summer-school design.

At undergraduate level, my experience includes calculus, differential methods, mechanics, dynamics and relativity, vectors and matrices, vector calculus, complex methods, variational principles, quantum mechanics, classical dynamics, statistical physics, astrophysics, cosmology and general relativity.

My approach is diagnostic, structured and centred on independent problem-solving.

I begin by establishing where a student is currently working relative to their syllabus or admissions requirements. I look for the specific barriers limiting progress, whether these are missing foundations, weak algebra, difficulty recognising which method applies, examination technique, or confidence with unfamiliar problems.

From there I develop a clear longer-term plan while keeping lessons responsive to current schoolwork and upcoming assessments.

I focus on understanding rather than memorising procedures. Students should know why a method works, when it applies and how it connects to other ideas. I use questioning, staged prompts and progressively harder problems so that students perform as much of the reasoning as possible themselves.

For examination students I also work explicitly on timing, method selection, clear written solutions, checking and effective use of past papers. For Further Mathematics, STEP and MAT students, I place particular emphasis on unfamiliar problems, comparing different approaches and learning how to recover when an initial method does not work.

My aim is to make students increasingly independent. I am calm, encouraging and organised, and I adapt both the pace and level of challenge to the individual student.