• 13+ Maths
• GCSE Maths
• A Level Maths
• A Level Further Maths
• IB Maths
• STEP Maths
• Test of Mathematics for University Admission (TMUA)
• Oxbridge Preparation

I have principally taught GCSE and A-level mathematics with some 13+ support. This has been at various points over the last 10+ years alongside my full-time work and has been a combination of online and in-person lessons. I have previously assisted Cambridge mathematics candidates with STEP and interview preparation. I teach the full spectrum of mathematics from 11+ through to (Oxbridge) university admissions (including TMUA and STEP).

I was born and grew up in London and have lived in the city for most of my life. I’m very much a Brit with a thoroughly British sense of humour. I went to school at Habs Boys where I achieved straight A*s at GCSE, four As at A-level in Mathematics, Further Mathematics, Economics and German, and an S in the Mathematics Special Paper.

I am a mathematician by training, having studied Mathematics (II.i) at Cambridge (Emmanuel College) for my undergraduate degree and then subsequently at Oxford (Keble College) for an MSc in Mathematics and Foundations of Computer Science. If having a passion for something is the appropriate yardstick in terms of identity, then I’ve never really stopped being a mathematician.

My post-university career has been oriented around finance and investment across a range of companies and industries. It is, broadly, a story of two halves. In the first half I was a strategy consultant and then an investor in private and public equity markets. Then, wanting to start a company myself, I left to explore the potential of AI. This was back before it was a ‘thing’. I went to UCL to study for an MSc in Computational Statistics and Machine Learning (with Distinction) to understand the technical aspects of what is now loosely referred to as ‘AI’ and then spent 6 months trying to get a company going in the digital healthcare space. It didn’t quite work out and so I returned to the 'regular' corporate world.

Thereafter I worked in either executive or advisory roles for high-growth companies. Most recently, I was the Investment Director at the Satellite Applications Catapult, helping space start-ups secure venture investment.

I am currently developing a quantitative investment platform/vehicle and tutor as a separate activity that draws on my passion for teaching and mathematics.

Teaching mathematics can require very different approaches depending on a student's ability and how they think about problem-solving. It is also a subject in which weak or absent foundational understanding of core concepts can lead to challenges later on when trying to master more difficult material.

Having taught students of wide-ranging mathematical aptitude, I always tailor the engagement with the specifics of the student in mind. That said, the following principles are central to how I tutor mathematics in general:

• Get a sense of how the student feels about maths.

Developing mathematical skill is often hindered by faulty prior beliefs about one's 'innate' mathematical ability and, unfortunately in some cases, the way it may have been taught previously. A positive, growth mindset about becoming mathematically skilled is something I actively encourage especially in the context of Oxbridge entry and entrance/STEP examinations.

• Identify knowledge gaps and weaknesses upfront.

I ask students which topics they feel least confident in but also test broader understanding through questions and discussion on concepts from across the curriculum; sometimes a topic is less well understood than a student my realise. For the most critical concepts, I ensure we work through the ideas with a mix of theory and basic examples.

• Emphasise examples over theory to achieve mastery.

In mathematics there is no substitute for working through as many examples and problems as humanly possible, with increasing levels of difficulty. Over time the student is not focused on the method of solution but on the nature of the problem itself (as an approximate metaphor: the painting I will create rather than how I will hold the paintbrush). I like to work through problems that a student finds challenging or is stuck on in a discursive manner, not dissimilar to the supervision/tutorial approach used in the mathematics courses at Oxford and Cambridge. Unlocking this understanding means that more straightforward examples (especially those found in exams) become borderline pedestrian or even mundane.

• Develop strong pattern recognition skills (especially in an exam context).

Ultimately, I seek to ensure a student can look at a problem and quickly identify how they will approach the solution. That familiarity and pattern recognition engenders confidence and a belief that every problem can be tackled rapidly and correctly which is invariably self-fulfilling.

As mentioned in my biography, I am developing a quantitative investment platform for HNW and UHNW individuals which draws upon my prior career experience as an investor and my knowledge and skill base of AI and agentic tools.

I expect this to be my principal focus alongside being an active tutor with a commitment to doing so over multiple years.

Although spare time is at something of a premium at present, where I have it I am heavily focused on fitness and nutrition. I love to read but the great classical works of literature haven’t had much of my attention in the past so I am currently remedying that oversight!