• Key Stage 1–2 Maths, English, Science and Reasoning (verbal and non-verbal)
• 7+ English & Maths: independent school entrance exams
• 8+ English & Maths: independent school entrance exams
• 11+ Maths and English: independent school and grammar school entrance exams, including ISEB Common Pre-Test

I have spent fifteen years working in London primary schools across every year group from Year 1 to Year 6, with particular depth in Years 5 and 6. For six of those years I served as an Assistant Headteacher, leading Maths and Science across the school. I hold the National Professional Qualification for Senior Leadership (NPQSL) - completed in 2024 - and am an accredited Maths Mastery specialist, having delivered professional development to teachers through the Maths Hub network.

As a Maths Lead and Science Lead for over a decade, I have a deep understanding of curriculum progression across the primary years and a strong track record of raising attainment - not only for individual pupils, but across whole year groups. I bring that same rigour and precision to my tutoring.

In the last year alone, I have supported pupils in gaining entry to a wide range of selective independent schools, including Alleyn's, JAGS, City of London, Dulwich College, Westminster Under, King's College School, Winchester, Radley, Wellington College, Cranleigh, Epsom College, St John's Leatherhead, Pangbourne College, St Helen's & St Katharine's, Kingston Grammar, and Emmanuel School. My experience spans London day schools, grammar schools, and boarding school ISEB pre-tests - meaning I understand the distinct demands of each type of assessment.
Prior to entering teaching, I worked for a charity supporting pupils with ASD. This early experience shaped the empathy and adaptability that I bring to every session, particularly when working with pupils who lack confidence or learn in less conventional ways.

I am equally comfortable teaching face-to-face and online.

I grew up in London - a city that tends to make you curious early. At school, I took A-levels in History, Business Studies, Chemistry, Biology, and Computing: a combination that probably reflected my intellectual range more than any clear career plan, but which gave me a breadth of thinking I still draw on. I went on to read Law at the University of Kent, where I developed the analytical precision and attention to language that I now find invaluable in teaching.

After graduating, a stint working for a charity supporting pupils with ASD redirected my path entirely. Seeing the impact of patient, well-targeted support on a child's confidence and development was, quite simply, compelling. I completed my PGCE through the Wandsworth Primary Schools Consortium and began what has become a fifteen-year career in London primary education.

Over that career, I taught across all primary year groups before becoming Maths and Science Lead, and then Assistant Headteacher - a role I held for six years. I completed the NPQSL in 2024. I became an accredited Maths Mastery specialist through the Maths Hub and delivered professional development to teachers at multiple schools. I also trained extensively in writing pedagogy - including Alan Peat sentence structures - which have become central to how I develop extended and creative writing with pupils.

Tutoring, for me, is the natural continuation of that career: the same depth of knowledge, the same high expectations, but applied one-to-one, where the impact can be seen and felt most directly.

My approach rests on two principles I developed as a school leader: the importance of knowing precisely where a pupil is, and the discipline not to rush past that to where you want them to be.

Every engagement begins with a diagnostic assessment - not a formal test, but a careful, conversational exploration of what a pupil understands, how they reason, and where the gaps lie. From there, I build a structured sequence that addresses those gaps before extending to more challenging content. I apply Maths Mastery principles throughout: developing concrete understanding first, moving through visual representation, and then to abstract application. This means pupils don't just perform procedures - they understand them, which matters enormously in the reasoning and problem-solving sections of 11+ assessments.

For English, I teach reading and writing skills explicitly and systematically. Comprehension skills - inference, vocabulary in context, authorial intent, and the techniques that gain full marks on extended responses - are practised through rich, genuinely challenging texts. In writing, I develop ambitious sentence structures and literary techniques through a process of modelling, drafting, and purposeful editing, often drawing from published authors writing at a similar age range.

Parent communication is central to how I work. After every session, I provide a clear summary of what was covered, the progress made, and what to focus on before next time. Parents consistently tell me this transparency is one of the things they value most. Tutoring works best as a partnership - and that means the pupil, the tutor, and the parent all understanding the plan and working towards it together.

Reading is my main way of switching off, and I read with genuine commitment - mostly epic fantasy series with the kind of intricate world-building and long-form character development that demands real investment. I am currently working through Brandon Sanderson's Stormlight Archive, and I have a habit of starting new series before finishing old ones (I've noticed at least a few of my pupils share this trait). There is something about genuinely immersive fiction that keeps the mind sharp in ways I notice in my teaching - not least the patience to sit with complexity before demanding resolution.

I enjoy getting outdoors when the weather allows - a long walk does more for clarity of thought than almost anything else. I spend time with friends and family, and I follow developments in education technology with real interest, experimenting with tools that have the potential to make sessions more effective and engaging for the pupils I work with.