Fatima

I provide tailored preparation for a range of school and university entrance exams, specialising in both academic mastery and exam-day strategy. For younger students, I offer expert coaching for 7+, 8+, 11+, and 13+ entrance exams, with a particular focus on Maths and Science, as well as Verbal and Non-Verbal Reasoning. I have successfully supported pupils in gaining entry to competitive grammar and independent schools such as Henrietta Barnett, Tiffin and Dr Challoner’s Grammar School. Lessons combine targeted skills-building with timed mock papers to ensure students are confident, accurate, and prepared for the unique pressures of entrance assessments.

For older students, I offer comprehensive preparation for university entrance, particularly in medicine and related subjects. This includes UCAT coaching, mock MMIs, personal statement support, and interview strategy. I have helped students secure offers from leading universities including University College London, Imperial College London, King’s College London, University of Leicester, University of Liverpool, and University of Birmingham. My approach is highly structured, balancing subject expertise with intensive practice in past papers and realistic mock assessments, so students are fully equipped to excel on the day.

11+ Maths and Science

I tutored this Year 5 student from a non-selective state school aiming for grammar and independent entry. Over ten months, I combined core topic mastery with targeted reasoning drills and timed past-paper accuracy, adapting lessons to keep a balance between challenge and encouragement. Their confidence under exam pressure improved significantly and they secured offers from Henrietta Barnet, Tiffin and Dr Challoner’s.

IGCSE Biology, Chemistry and Physics (Edexcel)

I tutored this international Year 10 student (later accepted into a top London independent school) for 18 months in all three sciences. Using a mix of visual diagrams, worked examples, and applied problem-solving, we built conceptual clarity and exam precision. By the final exams, they achieved straight 9s and transitioned smoothly into their chosen sixth form.

GCSE Maths (Edexcel)

I worked with this Year 11 student for eight months. They were sitting on a Grade 4 in mocks and lacked confidence with algebra, geometry, and multi-step problem-solving. We rebuilt their skills topic-by-topic, integrating weekly past-paper drills to reinforce exam technique. By the summer exam series, their timing and accuracy had improved significantly, and they achieved a Grade 8, surpassing both school and personal targets.

GCSE Biology and Chemistry (AQA)

I worked with this Year 11 student for nine months. They had good knowledge but poor exam technique, so I introduced concise revision notes, past paper topic questions, and examiner-marking exercises to close the gap. They improved by three grades, achieving Grade 9s in both subjects.

GCSE Physics (AQA)

I supported a Year 11 student at a grammar school who excelled in memorising formulae but froze when faced with multi-step, unfamiliar problems. Instead of just drilling past papers, I designed physics investigations each week which were short practical challenges and real-world scenarios like calculating rollercoaster forces or solar panel efficiency. This shifted their mindset from rote recall to logical problem-solving. Over five months, their mock grades rose from a 6 to a consistent 8, with the student describing physics as “actually fun” for the first time.

A-Level Biology (AQA)

This Year 13 grammar school student understood the syllabus content but struggled to synthesise information across modules, a key requirement for high-level synoptic questions. We worked over eight months, building “concept linking maps” that connected molecular biology, physiology, and ecology into a single narrative. Each week, we drilled exam questions under timed conditions, followed by detailed feedback sessions that focused on analysis and structure rather than rote recall. By exam season, they were approaching every question methodically, earning top marks consistently and securing an A grade along with an offer to study Medicine at the University of Birmingham.

A-Level Chemistry (OCR)

A high-achieving Year 13 student at an independent school was confident in physical and inorganic chemistry but consistently underperformed in organic chemistry and long-form calculation problems. Over six months, we designed a customised “reaction mechanism map” which was a colour-coded, step-by-step resource for every reaction. Lessons alternated between theory deep-dives and high-intensity past paper drills, mirroring exam pressure. We also broke down complex multi-mark calculations into micro-steps to reduce cognitive load under time constraints. By the final term, they had eliminated careless mistakes, cut problem-solving time in half, and achieved an A*, going on to study Engineering at UCL.

A-Level Maths (Edexcel)

This student was consistently achieving low B grades due to gaps in core algebra, trigonometry, and calculus, as well as struggling with applying concepts to multi-step problem-solving questions. Over nine months, I created a structured, topic-by-topic revision plan, integrating targeted skills drills with intensive past-paper practice to build both speed and accuracy. We focused heavily on breaking down complex questions into smaller, logical steps, as well as refining exam technique to minimise avoidable errors under timed conditions. By the end of the year, their mock scores had risen into the A/A* range, and they achieved an A in the final exam, securing an offer to study at Queen Mary University of London.

UCAT Medical School Preparation

This Year 13 student, applying for Medicine, had strong predicted A-level grades but an initial UCAT mock score in the 60th percentile, with particular weaknesses in Verbal Reasoning and Quantitative Reasoning. Over a focused three-month period, I developed a targeted study plan that combined section-specific strategies with timed live drill sessions, replicating real exam pressure. For Verbal Reasoning, we implemented rapid keyword scanning and evidence elimination techniques; for Quantitative Reasoning, I introduced mental arithmetic shortcuts, data triage, and question filtering to maximise marks under time constraints. By test day, their UCAT score had risen to the top decile nationally, and they secured offers from UCL, Leicester, and Liverpool.

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