Will B - Tutors - Keystone Tutors

“We can’t recommend Will highly enough.”

Parent

KS2 and 11+ Maths
GCSE Maths
GCSE Physics
IB MYP Maths
A Level Maths
A Level Further Maths
A Level Physics
IB Maths
Mathematics Admissions Test (MAT)
STEP Maths
Undergraduate Maths

I have tutored both online and face-to-face since 2019, focusing mostly on mathematics as well as physics.

My past tutees span across a range of ages and levels: from a seven-year-old preparing for her school entrance exams, through to GCSE and A-Level students and helping them achieve the grades they need, and all the way to undergraduate students at the University of Cambridge where I completed my PhD.

I am familiar with the (I)GCSE, A-Level, and IB syllabuses across all the major exam boards. I am a calm and encouraging tutor, and I always try to run tutorials in an extremely interactive manner, ensuring the student is building confidence in their own mathematical ability. I think it is vital for a tutor to be able to explain a concept from multiple angles and to have the patience and awareness to try each of these out to see the way the tutee will best understand the topic.

At A-Level, I have taught all the different core and optional A-Level Mathematics modules including Mechanics, Statistics, and Decision. A great deal of my tutoring has been for students struggling with their Further Maths A-Level, which can often feel like a significant step up in difficulty. I have developed approaches to break down these complex subjects to be less intimidating and more understandable.

During my doctorate, I also conducted interviews of prospective undergraduate students for Mathematics at my Cambridge college. This gave me great insight into the best ways that applicants can shine in their personal statements and also how to prepare for admission tests, including STEP and MAT. Furthermore, using my experience, I have often conducted mock interviews for students, and I provide useful tips about the way to go about approaching a question in a calm, collected, and methodical manner even if the answer is not immediately obvious.

I grew up in St. Albans where I attended Beaumont School. From an early age I was passionate about Maths and Science and I participated in multiple Maths challenges before achieving 4A*s at A-Level (Maths, Further Maths, Chemistry, and Physics).

I then went on to study Mathematics at Lincoln College at the University of Oxford. I graduated in 2018 achieved a First in each of the four years of my degree, though perhaps my proudest achievement was captaining the college football team in the top tier of the inter-college leagues.

The following year I worked as a research assistant working on using Machine Learning to better understand the human genome, and I also took up tutoring for the first time.

I then went to the ''other place'' as all my Oxford friends call it - the University of Cambridge. There I shifted my focus slightly to Theoretical Physics, firstly completing a Masters degree in 2020 before going on to complete a PhD researching Black Holes. During my PhD, I also supervised undergraduates in small groups, taught examples classes to masters students, and interviewed prospective undergraduates in the admissions process at my college. I still teach undergraduates at Fitzwilliam College in Cambridge, and have recently become a Bye-Fellow of the college.

In fact, by the end of my doctorate, I realised I was enjoying the time I spent teaching more than the time I spent alone on my research. The discussion of maths and science with a student is when the subjects feel most alive and exciting to me. This led me to sharing my knowledge and passion to students at Keystone.

“My son really enjoyed his first lesson with Will. He particularly appreciated that Will explains mathematical concepts intuitively rather than relying on rote memorization—this is exactly the approach we value for cultivating strong mathematical reasoning.”

Parent

I always run tutorials in a highly interactive manner. This keeps the student engaged, provides me with immediate feedback on the concepts they are struggling with, and, most importantly, it means the student has to actively think their way to a solution, with the help of guidance rather than direct instruction. I believe this approach greatly improves student's retention of knowledge and their confidence in their own abilities, especially in problem-solving subjects like maths and science.

Since completing my PhD, I have continued occasionally helping out with teaching at my old Cambridge college. Outside of tutoring, I'm a big lover of sport, and a great deal of my free time is taken up by running, playing squash and watching Arsenal.