• Primary English & Maths
• CAT4 and ISEB preparation
• 7+ English & Maths Entrance Examinations
• 8+ English & Maths Entrance Examinations
• 11+ English & Maths Entrance Examinations
• 13+ English & Maths Entrance Examinations
• Verbal Reasoning & Non-Verbal Reasoning
• Interview technique and work
• Revision programmes and methods
• GCSE and A-Level Music

I have had success and experience with the following schools: St Pauls (Girls, Boys); Westminster; Godolphin and Latymer; Harrodian; St Thomas'; City of London; KCS; Wimbledon High; the Study; Royal Guildford School; Putney High; Surbiton High; Sutton High; Sussex House; Latymer; and others.

I’ve tutored those who have suffered in confidence at school, have lost enthusiasm for their subjects, or just need a guiding hand on the run up to their exams. On the other side, I've tutored those who are already high achievers and are looking to be stretched and pushed to their full potential. My tutees have been both international and local to London.

In summary, we have covered:

• English: we develop the deduction and inference skills required to pull meaning from a text, moving later to exam technique under timed conditions on the closer run-up to exams. This is particularly important to reinforce early. In-lesson we utilise short texts of varying styles and prose to develop independent analysis at this early stage. Creative writing success demands the breaking down of what makes a compelling narrative, and how it may be created. We pull apart the creative writing process: the plan, plot and prose, targeting each in turn. Through this we consolidate SPaG. Much can be improved by developing the structure to one's writing. Children, I have found, often have minimal understanding of just how important the mental organisation of the story to come is to the narrative. Emphasis is placed on the importance of planning a story or descriptive task, and how to deploy effective use of vocabulary and sentence structure.
• Mathematics: progressing from and having strong footing in the most basic building blocks towards the more challenging aspects of the curriculum. I am an advocate for being comprehensive in tackling the syllabus. Critical to mathematics is ensuring that problem-solving is discussed and dissected; rather than solely give tutees methods to adopt and implement, a tutee should understand the hows and whys of getting to a final answer.
• Verbal and Non-Verbal Reasoning: regular practice through recommended and tested materials.

My father was a lieutenant colonel in the British Army. I consequently grew up and went to school all over the world: primary in the USA and Brunei, a state school in Kuwait, independent international schools in Dubai and Malta, and finally boarding at Downside School in the UK.

I graduated from New College, University of Oxford as a holder of a full-fee scholarship, reading musicology and aesthetics. My studies were cross-discipline, with interests in national historiography, aesthetics and philosophy of place.

I later moved to London and undertook the Postgraduate Diploma in Law (PGDL) before working at a prominent criminal defence firm in Holborn for two years. I worked on the most serious matters in the Magistrates’, Crown and High Court, ranging from fraud to extradition to serious drug conspiracies. I gained police station accreditation, meaning I am able to advise and represent individuals for interviews at police stations for summary and either-way offences. I mooted (legal debating) nationally and internationally in my free time with success, winning competitions outright or being commended for my oral advocacy across a range of different areas of law, including international insolvency, tort, commercial and criminal, representing Inner Temple. I am a published author at Lincoln’s Inn.

I began tutoring whilst studying for the PGDL, having been introduced to it by a close friend who suggested it as something I might enjoy. I did, and continued to tutor on weekends whilst I worked in the city.

It finally dawned on me that tutoring was what I looked forward to most during the working week - more so than visiting prisons, courts and police stations up and down the country during the week, believe it or not! - and it is now what I do full time.

Every tutee at every age is unique in their attitude to learning, confidence, assessed ability and potential. With comprehensive experience comes good judgment as to what a particular child requires: tutoring the 'full spectrum' daily (7+, 8+, 10+, 11+ and 13+) I am in a position to not only assess where a child may fit alongside their peers, but also plot and plan tuition with foresight to eventual school entrance exams and beyond.

I conduct a comprehensive assessment in a first lesson with the help of initial reports from parents and schools, from which I devise tailored short- and long-term plans. These consider areas highlighted as needing work on and are based on the national curriculum, outlining what must be addressed and how that will be done. These plans ensure parents can observe marked progress across time.

I encourage independent work in my lessons, but also make sure problems encountered are discussed and dissected. Understanding how one gets to an answer is vital, and tutees must be encouraged to reason out their work. The benefit of doing so is enhanced confidence in problem solving and curriculum more widely.

Homework is set after each lesson to reinforce what has been covered on the day, and marked at the beginning of the next. Regular practice is key, and any persistent difficulties can be ironed out through revision of answers given through this process.

Ultimately, learning needs to be engaging and enjoyable – the rapport established between tutor and tutee is the bedrock of improvement and eventual exam success. Without it, little can be hoped to be achieved. Personal attitudes towards learning are often the underlying cause for adverse results or recent below-average feedback from school, rather than a narrow case of conceptual misunderstanding. A precondition to success as a tutor is a personal ability to relate, engage with and motivate children, whatever their maturity or competencies they initially hold.

In other words, the ability to work well with a child is, in my view, the prime and most important skill a tutor can possess, and one I apply every day with personal enjoyment and satisfaction as tutees meet their goals.

During the week, I am taking evening classes in Arabic at International House in Covent Garden, having studied it at school whilst based in the Middle East. I am a history enthusiast, listening to Tom Holland and Dominic Sandbrook’s The Rest is History religiously. I am a Young Royal Opera House member.

On the weekends, I’m a (frustrated) AFC Wimbledon fan, and play touch-rugby on Clapham Common.