Anthony

Experience

- 11+ Maths and English (ISEB, public school entrance exams and pre-tests)

- 11+ Science (ISEB, public school entrance exams)

- 13+ Science (ISEB, public school entrance exams)

- 13+ Maths (ISEB, public school entrance exams)

- 16+ Maths (ISEB, public school entrance exams)

- (I)GCSE Physics (AQA, CIE, Edexcel and OCR)

- (I)GCSE Chemistry (AQA, CIE, Edexcel and OCR)

- (I)GCSE Biology (AQA, CIE, Edexcel and OCR)

- (I)GCSE Maths (AQA, CIE, Edexcel and OCR)

- (I)GCSE Further Maths (AQA, CIE, Edexcel and OCR)

- A-level Physics (AQA, CIE, Edexcel and OCR)

- A-level Maths (AQA, CIE, Edexcel and OCR): C1-4, S1, M1 and New Specification

- A-level Further Maths (AQA, CIE, Edexcel and OCR)

- Mathematics Admission Test (MAT)

Having been through the Keystone 11+ training programme I am extremely familiar with the 11+ exams for both Maths and English (including pre-tests).

I have been tutoring professionally for five years and in that time I have tutored students in both Science and Maths from Primary level up to A-level for multiple exam boards including IB and iGCSE. I have also helped many of my students with their UCAS personal statements and their university choices more generally.

I am also equipped with all the necessary technology to help make online sessions as engaging as possible for students both abroad (Singapore, Hong Kong and more) and in the UK.

Biography

I grew up in North Yorkshire and attended Ripon Grammar School, where I first discovered my interest in Maths, Science and Music. I studied Physics, Chemistry, Maths and Further Maths at A-level and after achieving all A's and A*'s I went on to study Physics at Imperial College London. After graduating from Imperial with a 2:1 BSc in Physics I decided to become a Physics and Maths tutor so that I could share my passion and my privileged education with the next generation.

Personal Approach

I believe that my responsibility as a tutor is not only to teach my students the necessary content, but also to arm them with all the necessary tools they will need to enjoy taking their learning far beyond our sessions.

The first of these tools, which can never be overstated, is a genuine interest in the subject! Once that interest is sparked it becomes much easier for students to motivate themselves, a skill which will help them extract as much joy as possible from all their future learning. I also like to engage my students in conversations that take us well beyond the sometimes restrictive syllabus.

The second major tool I aim to pass on to my students is perhaps a little more mundane but one that I believe to be equally as important; organisation. Not just in the practical sense of effective note taking and filing but also in relation to a students ability to organise their own thoughts. A well organised mind is much more adept at problem solving because it grants students the ability to take a step back and see the bigger picture. I help my students to do this by talking often and in depth with them about problem solving in general and how we can apply the same techniques across a huge range of subjects and questions. It has often been said that education is less about learning facts by rote and more about training yourself to think about the world in a different (and hopefully more useful) way.

The last and perhaps the most important tool is confidence. Maths especially can be a hugely daunting subject to tackle, not least because reading a Maths question that you don’t understand can be like trying to read a foreign language that you can’t speak. However by teaching students to break problems down into smaller chunks we can turn a daunting mountain of a question into a series of manageable mole hills.

As an aside, I am also a great advocate of allowing students to quantitatively track their own progress through results in mini-tests and exercises. I find that if a student can clearly see the progress that they have made so far, then the hurdles that they have yet to jump seem just that little bit more manageable. Helping students to track their own progress is especially helpful during revision time, when a sense of progress can really help combat those familiar revision blues.

What I do when I am not tutoring

When I am not tutoring I will usually be found recording in my home music studio. Something about the intricacy and joy of creating music, I find to be a perfect contrast to a busy life in London. I always find it hard to describe my music but when pushed I usually say something like “a cross between New Order and Mumford and Sons”.

If I’m not making music I will probably be out for a walk with my dog Pippa. She loves running around Greenwich Park after her Frisbee and so that is often where we will be.

I also love both cooking and eating great food, however, I seem to be much better at the latter. I am currently on a quest to eat at all of timeout London’s top 100 restaurants.

Testimonials

''My son LOVES Anthony. He so looks forward to every lesson, so thank you so much.'' (Mother of Year 5 maths and science student)

''Thanks to you, she now loves academics more than the performing arts! She is not finding the academic difficult at all and she was so scared. At her new school they all think she is very bright and academically prepared!'' (Mother of a home-schooling student)

“Nothing but praise for Anthony who not only clarified a lot of the Maths for her but kept her calm and positive through some pretty stressful topics. If Anthony ever needs a reference I would be delighted to sing his praises.” (Mother of A Level Maths student)

“Anthony thank you for all your support this past academic year. It’s great to see his results improving and that his progress has been acknowledged with him moving up a set next year.” (Father of Year 8 Student)

''Many thanks for your great tutoring, flexibility and for clearly making it an enjoyable experience for my son'' (Parent of A2 Maths Student)

“Anthony has been a thoroughly knowledgeable and inspiring tutor to have, and his patient and considerate approach makes it much easier to understand challenging concepts. He has challenged me to approach my weaker areas with enthusiasm which has made him a great help to me” (IB Physics and Maths Student)

''Fantastic standard of teaching, punctuality and patience! Thanks for everything!'' (A2 Maths Student)

“Anthony is unfailingly punctual, polite and friendly. He engages very well with my 15 year-old son and has reignited his interest in Physics, which was sadly waning under the restraints of the iGCSE curriculum. Whatever the topic, he always manages to find sufficient areas of interest to spark some enthusiasm. He genuinely seems to enjoy talking to his tutee and their conversations take them well beyond the curriculum. Anthony's view is that by gaining and holding his pupils’ attention and aiming high during the lessons, they will more easily absorb and manage the fundamental requirements of the syllabus. This suits my son perfectly, but I have no doubt that Anthony would engage with any pupil and adapt his lessons to suit and motivate each person according to their individual needs.” (Parent of iGCSE Physics Student)

''Anthony is very good at explaining new mathematical concepts and makes you feel confident in tackling problems on your own.'' (AS Maths Student)

''Anthony is an enthusiastic tutor who is willing to listen and accommodate to his students needs and work along side them to achieve their maximum understanding and potential on the subject matter.'' (Parent of AS Maths Student)

“Anthony taught my son and daughter over what will eventually be a 3 year period. He first came to us to help my son with an AS retake. Anthony tutored him once a week, this was the only tuition he had as he had stopped the subject at school. He moved from a C grade to an A. We then asked him to help with my daughter who was embarking on maths AS. Not only has he given her the necessary skills to fully benefit from the teaching she is getting at school, she has now decided to continue the subject to A2. Anthony is a charming and reassuring presence. He manages to combine a relaxed approach with a clear focus on the task in hand. I’m not surprised my daughter has decided to continue maths for another year! I would have no hesitation in recommending Anthony as a private tutor.” (Parent of AS and A2 Maths Students)