• GCSE and A-Level English (AQA)
• Key Stage 3 English and Phonics
• GCSE and A-level Classical Civilisation (OCR)
• GCSE and A-Level Ancient Greek (OCR)
• KS3 and GCSE Latin (OCR)
• GCSE and A-level History (AQA & Pearson Edexcel)
• Extended Project Qualification
• University applications and personal statements
• University-level essay and dissertation technique
• History and Ancient History UCL teaching and tutoring (Undergraduate and Postgraduate)

I began tutoring students during my Undergraduate degree and have since remained in education. After completing my Master's, I tutored and taught a full English timetable from Key Stage 3 to A-level at Harris Academy St John's Wood. Following this, I worked as Assistant Head of EPQ and Assistant Librarian at Hurstpierpoint College, giving one-to-one literacy support to prep-school pupils, teaching full A-Level classes, and tutoring students individually. I have guided students through university applications and supported them with academic and pastoral challenges as their personal tutor. As a doctoral researcher at UCL, I bring specialist knowledge of the ancient world, and I hold a postgraduate teaching assistantship in its History department.

I grew up in Buckinghamshire and went to Waddesdon Church of England School. I took A-Levels in Philosophy, English, and History, alongside an EPQ. From there, I read Ancient History at the University of Bristol, earning a 2:1, then completed a Master's in Ancient History at UCL, which I passed with a Distinction. I am now a part-time doctoral candidate at UCL, researching the religious lives of women in Classical Athens, and I am preparing my Master's research for publication.

In an ideal world, every subject would come with one-to-one teaching alongside it. I have yet to meet a student who did not improve from having someone’s full attention for an hour or two. Whether they arrive loving a subject or resenting it, I aim to move them from memorising someone else’s answers to understanding and owning the knowledge themselves. That means spending the early sessions working out how a particular student reasons, then teaching towards that instead of to a fixed method. I take mark schemes, structure, and timing seriously, but I want a student to leave able to do on their own what we worked through together.

Away from tutoring, I spend most of my time on my part-time PhD at UCL and teaching in the History department. Fortunately, most of this work is flexible, which leaves me a largely open calendar for tutoring. When I am not at the University, I hike, play tennis, read constantly, travel whenever funds allow, and persevere with my woeful crochet skills.