Subjects
I trained as a physics teacher and have taught the sciences and maths for twenty years, in two education systems. At A-Level I teach the two subjects I can teach properly — physics and maths. I'd rather turn work away than take a subject I can't do justice.
Physics
My own subject. Most students who struggle with physics don't have a physics problem — they have an algebra problem.
Physics tuition → GCSE & A-LevelMaths
The subject that quietly decides how well students do in every science they take.
Maths tuition → GCSEChemistry
Almost everyone hits the same wall in the same place. It's moles, and it's fixable.
Chemistry tuition → GCSEBiology
The subject most damaged by being told to "just learn it". Recall isn't the problem; command words are.
Biology tuition →By level
GCSE tuition
Physics, maths, chemistry and biology. For parents: what tuition actually involves, how long it takes, and when to start.
GCSE →A-Level tuition
Physics and maths. The step up from GCSE is bigger than anyone warns you about — here's what actually changes.
A-Level →RevisionLab
Self-study revision hubs built from the way I teach, for students who don't need or can't afford weekly sessions.
RevisionLab →How it works
A free 15-minute call
Usually with the parent first, then a few minutes with the student. No sales pitch. If I'm not the right fit I'll say so and point you somewhere better.
I find where it broke
The first session is diagnostic. I work backwards from what they can't do now until we reach the last thing they genuinely understood. It's rarely where anyone expects.
Weekly sessions with a plan
An hour a week, same slot, with a written plan you can see. Work set between sessions is short and specific, not a pile of past papers.
You get told the truth
A short note after each session on what we did and what's still shaky. If your child is on track, I'll tell you. If they aren't, I'll tell you that too.
Why me rather than someone cheaper
There are a lot of tutors. Some are excellent, some are university students working from the mark scheme a week ahead of your child. Three things make me different, and they're worth being plain about.
I trained as a physics teacher in Cuba, in Spanish, in five years. The Cuban system has no category called "not a maths person". If a student hasn't understood, the teaching is what changes. That is not a slogan to me — it's the method I was trained in, and it's why the first thing I do is find the break rather than push harder on the current topic.
Fifteen of my twenty years were spent as a supply teacher. That sounds like a weakness and it isn't. It put me in a very large number of schools, classes and year groups — far more than a teacher who stays in one department ever sees. I have taught the same topic to dozens of different classes who had no reason to give me the benefit of the doubt. You learn very quickly which explanations actually work.
I'm also a registered mental health nurse. I work on a psychiatric intensive care unit. A significant number of students who are "underperforming" are actually anxious, exhausted, or avoiding a subject because it's become frightening. I notice that early, I don't panic about it, and I know the difference between a student who needs pushing and a student who needs something else entirely.