- 11+/13+ English: ISEB and public school exams, including pre-tests
- 11+/13+ Mathematics: ISEB and public school exams, including pre-tests
- GCSE/IGCSE English: AQA, Edexcel and OCR
- GCSE/IGCSE Mathematics: AQA and Edexcel
- GCSE/IGCSE Physics: AQA and Edexcel
- AS/A-level English: AQA and Edexcel
- Oxbridge Admissions (English)
- English Literature Admissions Test (ELAT) preparation
I have been a tutor with Keystone in the areas of English, Mathematics and Physics, both face-to-face and online, since 2017. Across these three disciplines, I work from the level of pretests and school entrance exams right through to GCSE level (and then beyond to A-Level and Pre-University in English Literature, my area of expertise), across a number of exam boards. In all these areas, I have helped students to achieve, either in helping them pass the entrance tests to some of the UK's most competitive schools, or by helping them attain or excel their target grades in secondary school exams.
As well as being a professional tutor, I am a trustee for an educational charity: the Harinder Veriah Trust. We provide financial and administrative assistance to two girls’ schools in Petaling Jaya, an impoverished region of Malaysia. My work with this charity has given me first-hand experience of educating students for whom academia is not the be-all-and-end-all; those who have busy home and personal lives, and who need great amounts of encouragement, building of self-esteem and varied styles of learning.
Starting from a state school background (with A*AA in English, Physics and History), I went on to read English at Trinity College, Oxford where I was awarded the Percival Scholarship after gaining a distinction in my preliminary examinations.
At Oxford, I was president of the comedy society (former members including Alan Bennett, Michael Palin, Rowan Atkinson and Katy Brand to name a few).
Since graduating in 2017, I have relocated to North London where I work as a Professional Tutor at Keystone.
Coming from a state school background (in which I frequently supplemented classroom learning with individual study), I naturally favour a dynamic, student-led approach.
I impress upon students the need to engage with the planning of their learning - we negotiate the learning goals together, which produces far better results than simply dictating to them. I pride myself on being compassionate and kind, and getting the best out of my pupils.
My philosophy in tutoring is that students rarely respond well to being dictated to. I plan my lessons with my students - what would they like to achieve after, say, 5 sessions with me? Vague goals such as: ‘I just want to be better at this’, or ‘I want an improved vocabulary’ are rarely committed to because there is no plan, and signs of success hard to distinguish. I encourage formulating an ambitious but achievable goal: a 20% increase in a school test; an assignment which features 10 new words, all correctly spelt. When students feel agency like that, the results can be truly overwhelming, and it is the only way to make sure these young minds are set up for a long-lasting and healthy attitude to academic responsibilities.
All lessons are transcribed onto online workspaces that students and parents can access and view anytime. I like to set regular assessment and homework, always discussed first with the student and parent to see whether it is realistic for that week.
I am a conscientious individual who puts in a great deal of time and effort into learning in-depth details about the precise course each of my students is taking, as well as going over even familiar topics and texts again to ensure I am not being complacent. That said, I feel I equally thrive in remaining spontaneous, and letting lessons take their own course, gently guiding the student as they articulate their process and achieve the right answer.
Quite genuinely, I want nothing more than to be seen as a compassionate and kind person, and I hope this comes through in my tutoring. I have had particularly positive feedback and results from students who are prone to frustration or losing confidence when confronted with a subject they find difficult.
What I do when I am not tutoring
Outside of tutoring full-time, I am an aspiring comedian, regularly gigging on the London circuit during the evenings. My double-act, simply called ‘Moon’, was called “a terrific show” by The Guardian and awarded 4 stars at the 2019 Edinburgh Festival Fringe. I have previously written for BBC Radio 4 programmes such as Newsjack and The Now Show.
Outside of trying to make people laugh, I will usually be keeping an eye on the football and cricket scores. I am an enthusiastic church-goer and love to talk all things theological.
''It was great!! Jack was brilliant and worked to give my son just the right balance of challenge and support. Really impressed with his approach, kind, in control, really well prepared and in tune with what our son needed from the session.'' (Mother of Oxbridge applicant)
''Maya has just received her GCSE results.. 9 in both English Literature and English Language... she is so so pleased. And she could not have done it without you... a sincere thank you from Maya and all of us!! Thank you Jack!!'' (Divyata, mother of a GCSE student)
''I really do think that your sessions are giving him both confidence (v important for him) and a sense of structure. It’s much appreciated because I know with P that it is largely a question of him gaining a positive attitude and believing in his own abilities, and you really do seem to bring that out in him. Think he’ll miss you over the summer and is looking forward to seeing you in Sept.'' (Celia, mother of a 10 year old)
''Although we have now finished our sessions they were very useful and Thomas learnt a lot'' (Beccy, mother of 13 year old)
“Our son liked Jack and they seemed to be doing good, constructive study” (John, father of 10 year old)
“We have had the first session with Jack, who was very good'' (Marousa, mother of 13 year old)