I teach mathematics for a living. Tutoring is where I do it one student at a time.

Why mathematics

Mathematics was the subject where things either clicked or didn't — and I became interested very early in why they clicked. Not tricks, but the underlying structure that makes a method obvious once you see it. That interest is still the thing I most enjoy passing on.

Engineering at UCL

I studied Mechanical Engineering at University College London, graduating with an Upper Second Class Honours degree. It was three years of applied, demanding mathematics — including mathematical modelling and analysis — where the maths always had to answer to a real problem.

Early tutoring

While at UCL I tutored GCSE students after school. That work was later featured by UCL Engineering in an article about student tutors. It taught me something a lecture never could: that most students who say they "can't do maths" are missing one specific thing, and once you find it, everything downstream improves.

Becoming a professional teacher

I moved into schools properly as a teaching assistant at Pimlico Academy, then became a mathematics teacher at Phoenix Academy, teaching across the full secondary age and ability range. Teaching hundreds of students shows you the same misconceptions again and again — which is exactly what makes diagnosis fast in a one-to-one session.

Mathematics leadership

I now work as Deputy Head of Maths, which involves curriculum and assessment design, mentoring other teachers and using assessment data to work out where students are being let down. Thinking about teaching quality at department level has made me sharper about it at individual level too.

Qualified Teacher Status

I hold full Qualified Teacher Status (QTS), awarded in 2023. That means I am a fully qualified teacher rather than a tutor working from subject knowledge alone. My QTS certificate, enhanced DBS certificate and other supporting documents can be shared with parents on request, with personal identifiers redacted.

Experience, by the numbers

Across more than 7+ years of tutoring, I have delivered well over 2,000+ hours of one-to-one support. That sits alongside 4+ years of classroom teaching in UK secondary schools. The combination matters: the tutoring hours mean I know how to diagnose an individual student quickly, and the classroom years mean I know how each topic is actually assessed.

Why I still tutor one-to-one

In a classroom of thirty, you can teach brilliantly and still not get to the one student who nodded but didn't follow. Tutoring is the opposite: the whole hour belongs to one person, and nothing gets missed. That's why I keep a small number of students alongside my school work.

My teaching philosophy

Understand the maths. Build the confidence. Become independent. I would rather a student understood five questions properly than copied twenty. And I would rather work myself out of a job than have a student who needs me forever.

Qualifications and safeguarding

My qualifications are set out in full on the Qualifications & Credentials page, and how I work safely with young people is set out on the Safeguarding & Trust page. Neither is something you should have to take on trust.