Qualifications & Experience

I qualified in 2008 with a Batchelor degree in Physics (1st Class Hon.), a Postgraduate Certificate of Higher Education (2019) and became a Fellow of the Higher Education Academy in 2012. I work for the University of Sussex part time teaching level 3/4 Physics & Maths modules. During the summer months I help run workshops for international visiting students studying Introductory Physics. Part of this includes training and mentoring the new tutors in the teaching team. 

I have been Enhanced DBS checked.

I began teaching at the University of Sussex for the School of Mathematics and Physical Sciences in 2007, tutoring and lecturing a combination of level 3 and level 4 modules across the school including Physics Laboratories, Mathematics, Further Maths, and Physics.

Having been asked by several friends to help them or their children through GCSE exams over a number of years I decided in 2008 to develop private tutoring from a hobby into a more formal business and have since helped many students study for their Maths, Physics and Combined Science exams in a range of levels including Common Entrance, Key stage 3 SATs, GCSE, A LEVEL & US SATs.

Previously, I worked as a teaching assistant in an Eastbourne secondary school and completed a Subject Knowledge Enhancement course (2011) for Mathematics teaching. In 2022 I started working as an A Level group tutor for a charitable group called The Access Project that works with high-potential students from disadvantaged backgrounds, providing tutoring and intensive support to help them get into top universities. 

I am passionate about helping students to enjoy learning Maths and Science, whatever their level or ability; and also about helping them grow in self-confidence and study skills. I use a combination of exploration and practice to develop a student’s ability to break down problems into manageable steps and develop to be able to work independently. If a student is working towards a particular examination, I use a combination of topic practice and past papers to give them experience of answering exam questions. I generally set some homework, appropriate to their level of study, to check they have understood the topics covered and can solve similar problems unsupported. I try to take a fun and positive approach to learning that allows a safe place for students to ask the questions they may not have managed to ask during school lessons. I encourage problem-solving-resilience by a process of helping the student to work through a problem and supporting them to figure out the correct approach for themselves. This cements understanding of concepts far better than just being shown what to do.

Depending on the level the student is working at, I use a variety of props and diagrams to visualise the concepts involved, and a variety of online maths and physics tools to demonstrate key ideas, graphs and calculations. I have a range of cameras to show demonstrations from a variety of angles. With one-to-one, in-person online tutoring I am able to share screens, solve problems live on screen and allow the student to show their work on the screen which I strongly encourage. It helps me to see the level they are working to and where they need specific support to move on to the next stage. It is important to me that students come through their education in a balanced way to achieve the next step in life, whether that is getting into college, moving on to university, finding an apprenticeship or a job. I strongly encourage students to set and work towards a realistic goal for their next stage in life. I very much believe in having a holistic approach to studying and work-life balance. 

I have experience of teaching students of all abilities, from those that simply want to pass their GCSE maths and get into college, to those wanting to extend to achieve top grades at A level. I have also worked with students that have a range of learning challenges such as dyslexia, dyspraxia, anxiety and autism. I believe everyone can achieve some level of maths and science ability. I don’t guarantee exam results – to some extent that depends on the student taking ownership of their learning and engaging in the process, but I do offer every encouragement to do this positively and effectively and support them to achieve their targets and goals. Students that are engaging well often improve between 1 and 3 grades per academic year with tuition to support them.

Each student is different and has different needs and approaches to study. Get in touch for a chat about what this would look like for you and how I can help you.

Online and In‑Person Tuition

I am based in the north of Brighton and I am happy to see local students for in‑person sessions at my home. I also work with students across Sussex, as well as some in London and further afield. For students who are not local to North Brighton, online tutorials are convenient, time‑efficient and cost‑effective. They also offer greater flexibility in scheduling, as I do not need to factor in travel time or charge for travel expenses.

Many students choose to work online. Although some families initially worry that online sessions may feel less personal, one‑to‑one online tuition is every bit as engaging as working face‑to‑face and brings several additional benefits.

Online learning is an important skill in itself. Increasingly, university interviews, job interviews and workplace meetings are conducted online. Regular online tutorials help students develop confidence and familiarity with these platforms. With a small and inexpensive graphics tablet, students can write directly on the shared whiteboard and participate fully. I can see their work as clearly as if I were sitting beside them. All the resources I need are instantly available, and notes from the session can be emailed directly afterwards. For online sessions, I recommend using a desktop or laptop computer.

Visiting me in my home office for lessons also offers excellent flexibility. I have all my resources to hand, can print worksheets as needed, and can either work on a pre‑arranged topic or adapt the session quickly if a student has struggled with something at school that day. This allows me to address issues immediately so they return to class feeling more confident. Students can also try out their ideas on the whiteboard, giving them a low‑risk environment in which to explore and “dare to be right”.

I am very happy to discuss which option would work best. Costs will depend on whether the student can travel to me, whether I need to travel to them, and the travel time required. Some students thrive with in‑person sessions, while others concentrate better online with fewer distractions. Every student is different, and my aim is always to tailor the sessions to provide the best possible learning experience.

Get in Touch  for a chat about what type of session would work best for you and arrange an online taster session.

Standard Rate Online (or in-person where the student travels to me).

The standard hourly rate for GCSE sessions is £50. Teaching time is 50 minutes, plus 10 minutes at the start for establishing connection and settling in, and at the end for setting homework and updating notes. A level sessions require more preparation and start from £60 per session.

I offer one free taster session so that I can meet the student and parents/carers together. Parents/carers are welcome to join at the start or end of any session, or to call me at a more convenient time for a catch‑up. I am usually easiest to reach in the mornings, as I tend to be teaching after 3pm.

Sessions cancelled with less than 48 hours’ notice, or where the student forgets to attend, will still be charged.

Block Bookings – Weekly Sessions Online (or in-person where the student travels to me)

Students booking weekly sessions within a half‑term block (5–7 weeks) can benefit from a reduced rate of £45 per 1‑hour session 

(£55 for A level), provided that:

• sessions are booked and paid for in advance at the start of each half term (minimum 5 weeks)

• sessions are held at a pre‑arranged, regular weekly time, which is reserved for the student

• all sessions are fulfilled within the half‑term block/period 

This structure works well for most students, as it provides routine and allows time for homework to be completed and returned before the next session.

With reasonable notice (48 hours) the occasional session may be swapped to a different time within the same half‑term block. Reduced‑rate sessions that are cancelled at short notice, missed, or where a replacement session cannot reasonably be arranged, are not refunded or transferred to the next block.

I always do my best to ensure all sessions are fulfilled within the period.

Fair Practice

I do my best to offer each student a regular weekly time that fits their schedule, so the need to cancel or swap sessions is rare. If a change of time is needed, I will always try to offer opportunities to make up the session at weekends, or during the half term or holiday immediately following the block.

I will refund, or offer a catch‑up in the next block, for any session that does not go ahead due to circumstances on my side, including issues with internet connectivity that are not the fault of the client.

If you find that you need to swap more than one or two sessions within a block, I will review the regular time with you to help reduce the number of changes required.

If the student is unwell or you need to cancel at short notice, I will do my best to offer a catch‑up session within the same half‑term block, or in the holiday immediately following it, if I have availability. However, if a catch‑up is not possible, the session will still be charged.

In-person Sessions in your home

In-person sessions where I need to travel to you will be costed on a case-by-case basis depending on location, travel expenses, time required for travel and printing expenses. These start from £60 per session. Please call for more information.