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"I just wanted to thank you for all your help regarding my A-levels, I really don't think I'd have gotten the results I did without you. You not only helped me understand the content of my syllabuses better but taught me how think differently about work. Whereas before I was concerned with simply memorising facts, I feel more prepared now to tackle university studies."

A Level Tuition

  • 11+

  • 13 +

  • Business Studies

  • English as a Foreign Language

  • English Language

  • English Literature

  • Geography

  • GMAT

  • History

  • Oxbridge Applications

  • Politics

  • SAT

  • Senior School Entrance

  • UKiset

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Academic History

KEBLE COLLEGE, UNIVERSITY OF OXFORD Master of Studies (M.St) in Creative Writing – 2013-15

– A M Heath Prize for Fiction, proxime accessit (runner-up), for novel, AMERICAN HEROINE – prize sponsored by literary agency

– Fellowships and scholarships at the Vermont Studio Center, Virginia Center for the Creative Arts, Key West Literary Seminar, Squaw Valley Community of Writers, Napa Valley Writers’ Conference, Colgate Writers’ Conference, Sarah Lawrence College Summer Seminar

GEORGETOWN UNIVERSITY LAW CENTER, WASHINGTON, DC, USA Master of Laws (LLM) in International Legal Studies and WTO Certificate recipient – 2011-12

– Georgetown Law Scholarship recipient and Fellow, Institute of International Economic Law

KING’S COLLEGE LONDON, UK Master of Laws (LLM) (UK and European Law) with Merit King’s College London Scholarship / Bursary recipient – 2008-09

COLLEGE OF LAW OF ENGLAND AND WALES, LONDON, UK Legal Practice Course (LPC), Commendation (Solicitors’ qualifying course) Qualified solicitor of England and Wales, September 2011 – present Took the full-time LPC at the College of Law concurrently with full-time LLM at King’s College London in 2008-9

BPP LAW SCHOOL, LONDON, UK Graduate Diploma in Law with Commendation

– BPP Director of GDL Programmes Scholarship (top GDL scholarship out of 1,400 students) – 2007-8

ST EDMUND HALL, UNIVERSITY OF OXFORD, UK DPhil in Modern History (studies interrupted by mother’s illness) Commended by the Principal and Fellows of St Edmund Hall for winning the most scholarships and fellowships in 2004-5. Invited to dine at High Table in recognition of my academic achievements

KING’S COLLEGE LONDON, UK MA in Early Modern History with Merit Winner, Peters, Fraser and Dunlop/BBC History Magazine Young Historians’ Competition


BA in English and American Literature, magna cum laude

– Awarded the Royce Fellowship twice for academic excellence Awarded the Undergraduate Teaching and Research Fellowship

– Awarded the Donald E. Nodine Fellowship for summer research in art history in England

LOYOLA SCHOOL  1990 – 1994 High School Diploma, Graduated Valedictorian (No. 1 Ranking in Class)

– Attended Harvard Summer School – Calculus II and Creative Writing

About Me

My specialist subjects are English and History and I also teach Maths, Art History, Biology, Chemistry, Economics, Physics, Business Studies, Geography, and Politics.

Having tutored since the age of 15 (my first students were eighth graders when I was in high school!), I have extensive experience teaching young people, whether in the American or UK systems. I have lived on three continents for roughly a third of my life in each (Asia, USA, and Europe), I can bring a unique perspective to my students. I am equally at home teaching the history of the Jazz Age in America as I am demonstrating the solution to an Algebra problem or talking about language in Shakespeare. I firmly believe that to bring out a young person’s potential, a tutor must be a nurturing, dynamic, and patient mentor who encourages the student to blossom. A sense of humour and unflappability is key. I have encountered so many different kinds of students that nothing fazes me; every experience I have in teaching is to be treasured, as I learn from my students as much as they learn from me.

I am passionate about teaching. Encouraging excellence in my students rests on a few key principles: (1) instilling in them a “can-do” attitude; (2) praising their progress and letting them know it is okay to make mistakes; and (3) setting them a series of manageable tasks to boost their confidence.

When teaching students I encourage them to ask questions – loads of them. Inquisitive students are a delight to teach because this means that the student is thinking and processing the information. I am very much looking forward to utilizing my skills and experience to create a nurturing and stimulating environment in which the student can learn and grow to his or her full potential.

Recent tuition

Please find a snapshot of my tuition experience below:

2009 – 2010: King’s College London, Fellow, School of Law – taught law students in advocacy and mooting skills, both in group settings and one-to-one tuition. Coach of the winning King’s College team of the Willem C. Vis International Commercial Arbitration Moot, where they won first place out of 253 universities from 62 countries.

2004 – present: Tutoring. I have extensive experience tutoring English and Maths at 7+, 8+, 11+ and 13+ as well as GCSE, A-level, and IB English, Maths, Business, Economics, Geography, History, Psychology, and Biology. I have taught many students preparing for entrance exams for 7+/8+/11+/13+ and have done tuition in English, Maths and Reasoning, as well as extensive UKiset preparation. I also have 11 years’ tutoring experience at GCSE, A-level, and Pre-U English, Maths, Business, Economics, History, Politics, Biology, and Art History. I have also tutored at degree level – Business, Law, and English Literature. I have experience tutoring students with dyslexia and so am sensitive to their needs.

In addition, I tutor for the SAT, ACT, PSAT, ISEE, SSAT, GMAT and GRE (American entrance exams). I am particularly sensitive to the needs of non-native English speakers. I can advise specifically on US universities and prepare students for the college application process. I am familiar with the requirements of and have taught students in the New SAT, which went “live” in March 2016 – this is the biggest revision of the SAT exam in the last 20 years.

I also have real-world experience of business, finance, and law – notably working in Mergers and Acquisitions at Deutsche Bank, Equities IT at UBS, and International Economic Law / WTO Law / Arbitration at Baker & McKenzie and at Georgetown University – that I can bring during my lessons with the students, particularly at IB, A-level, and undergraduate level.

Below are some case studies of the students I have tutored. Note that this is just a small sample – since I’ve now tutored hundreds of students, and each case is different.

Furqan, 12 – 13+ tuition for Harrow scholarship exam. The student needed help in History, Biology, and Geography. Specifically, he enjoyed History but had difficulties whenever he was asked to interpret historical documents in the papers or write an essay that required him to assess a period in history. Through intense, focused sessions in which we looked at questions by theme (i.e. war, dictatorship, key economic and political events), he was able to write answers both quickly and efficiently, with good subject and content knowledge.

Nikita, 12 – 13+ tuition for Eton King’s scholarship exam. The English and General papers proved the most challenging for the student, particularly because the General paper had open-ended essay questions and problem-solving tasks that required “out of the box” thinking, and we systematically worked through each practice paper (several years’ worth) in order to hone his exam technique.

Egor, 12 – 13+ tuition for Harrow scholarship exam in History and Philosophy/Applied Ethics. We started out reviewing the Religious Studies and Ethics syllabus from what he had already learned in previous lessons. Then moving on to exam strategies as well as content and time management – so he needed to be confident with the material, which he achieved through my setting him writing tasks each week over several months.

Daniel, 17 – Intensive TSA prep for Oxford PPE. Daniel needed a lot of help with the multiple-choice questions, since he was struggling to understand the logic behind the different question types. He also tended to rush with any of the questions needing Maths – he was good at the subject but sometimes got careless and didn’t read the question properly. Therefore, I reviewed the questions with him systematically, deconstructing each question type and formulating the best approaches to answering each, balancing speed and accuracy, resulting in him getting an interview for Oxford and subsequently getting in.

Alice, 17 –  TSA Cambridge. Alice had done one past paper and after scoring low on it, decided to get tuition from me. She generally took a lot of time deliberating on the test and although she answered many of the questions that she did get to correctly, she was unable to finish the paper – her main issue was spending too much time on each question. I taught her the importance of time management and exam technique – and the ability to read quickly while taking away the key points – all of which boosted her score considerably.

David, 17 – ACT tuition. David and I worked together for over a year. At the beginning he didn’t know anything about the ACT apart from one test he’d taken which he hadn’t prepared for, in which he scored a 25. When we started tuition he told me his aim was to dramatically improve his score so that he would be a good candidate for Ivy League and other top universities such as Stanford. Over that time I tutored him in all sections (English, Maths, Science, Reading), implementing strategies for improvement and gradually becoming strict on timing as he progressed and learned the material. In the end, after rigorous preparation and guidance, he received a 36 – a perfect score! – on the ACT, which very few people ever achieve.

I also prepared him for SAT II tuition – in English, Biology and Maths Level II – and he achieved 700+ scores in each of these tests, making him an excellent candidate for Ivy League universities.

Martin, 17 – SAT I and SAT II tuition. Martin needed particular help in Maths, since this was his weak point. I tutored him in exam techniques, eliminating answers (Process of Elimination) and how to go about the test efficiently. We went through the whole Maths syllabus from Algebra to Geometry to Probability, and he scored a 1500 overall (English/Math sections).

Adaora, 17 – IB English Literature, Higher Level (HL). I tutored Adaora over the whole summer, with 3 to 4 hour sessions on most days. We revised a big chunk of the IB curriculum, as Adaora needed to improve her grades significantly for her 2nd year of IB, and her teacher said that she had to do summer revision to achieve this. We went over the core texts she studied, such as To Kill a Mockingbird, which was for an essay she was doing for her Internal Assessment. She went on to score top marks in her IB exams. She got into NYU, which she dreamed of attending, and is very happy there.

Mateo, 17. Tutored a boy in IB Maths. He wanted tuition over the Easter holidays in advance of the end of his first year of IB, when he would take mock exams. Mateo had a mix of face-to-face and Skype sessions, and we went through topics such as Algebra and Functions, Trigonometry, Calculus (differentiation and integration – many of the topics covered in the C3 / C4 modules at A-level), plus Probability and Statistics.

Sam, 17 – IB Theory of Knowledge (TOK). Sam was doing well in his other IB subjects but struggled to make sense of the TOK requirements in his essay. TOK fundamentally tests “how do we know that” and explores various methods of enquiry over different disciplines, so it is understandable that many students find this abstract way of thinking quite challenging, as he did. I worked with him on his essay and explored the knowledge questions, breaking down the concepts so that he understood them in manageable chunks.

Angelika, 17 – IB TOK. Angelika was struggling with the different “ways of knowing” and how to apply them to her essay. Her question was to investigate how it is possible that disagreement exists between experts in a discipline, given access to the same facts. We looked at 2 disciplines, English literature and mathematics, giving examples for each. I helped her structure her essay in a clear and logical way.

Alice, 17 – IB History and TOK. Alice was at an American school in Moscow. She needed help in writing essays for both modules. She very much enjoyed History but at times was overwhelmed with the sheer number of facts and interpretations involved, as well as the extensive historiography she had to learn. We had a gentle introduction until she could keep up, then I set a faster pace in which she did essays every week in preparation for our lessons, in order to learn exam technique.

Hamed, 17 – IB Psychology. Tutored a student in his first year of IB. Hamed was engaged with the material, but had trouble remembering the key terms and research studies. Together we broke down the material into a manageable size, i.e. smaller tasks of understanding the research studies and terminology and how to synthesize these into essay format.

Sasha, 17 – IB Geography and IB TOK. I taught Sasha, a native Russian speaker, in these 2 modules. Because English was not his first language, writing the TOK essay was particularly challenging. I looked at his argument plan and the drafts of his essay and commented, then he implemented the changes and eventually got a B grade – a major accomplishment, considering that initially he was struggling considerably and his writing was at C/D level.

Michael, 17: IB English, Biology, Geography, and Maths. Michael needed intensive tuition over the summer in order to pass his first-year IB retakes. He got 4s in all subjects before contacting me and so we had to make the most of our limited time (July/August) together. After just a few sessions, however, I noticed a marked improvement as we went through the syllabus of all three subjects in detail and focused on perfecting his exam technique. In the end he received 6s in his retakes and is on track to doing very well in his 2nd IB year.

Dmitry, 18: tuition for a boy doing IB Business Studies. He needed guidance for his extended essay since although it had everything factually correct, he did not know how to put it all together to create a coherent and strong argument. I guided him through the techniques of structuring a good essay, and he was able to write a well-thought out thesis that supported his findings.

Danil, 18: IB Business and IB Economics. Danil enjoyed business and economics, but had time management issues and insufficient analysis in his answers. Often he would rush to finish, sometimes misreading the questions. He also had difficulties when tested on the terminologies used in both subjects. Over our period of tuition together I taught him proper exam technique, time management skills, and real-world examples from my own experience (Mergers and Acquisitions at an investment bank, and International Economic Law/WTO law at a major law firm) to add to the examples discussed in the textbooks.

Rusty, 17 – IB Geography HL. Rusty came to me for some last-minute prep three weeks before his exam. He had been reading his textbooks but felt he couldn’t translate that information into good, coherent essays. Human Geography he understood, but there were gaps in his knowledge – he was good in theory but not the case studies. Step by step we looked over past papers and I taught him study skills – and most importantly analytical techniques and time management.

Amanda, 17 – American History (US high school curriculum). Amanda was a student at an international school in London, and was having difficulties organizing the notes and structure of her essay on post US Civil War legacies. She lacked organizational skills and admitted that she sometimes had trouble concentrating in class and as a result she lost valuable time in essay and exam preparation. Together we sat down and talked through the material point by point, which led to her becoming more conscious of what her thesis statement was, as well as the subsequent revisions to the essay in its various iterations. She then became more confident of the subject and did well in her essay and exams.

Dimitri, 17 – IB Geography Extended Essay. Ivan was writing an essay on eco-tourism in Brazil and was struggling to consolidate the information and research he had collected. He had done a very rough draft but a lot of it was in outline form and he wasn’t sure how to shape it into a coherent essay. With sessions on how to write the piece, focusing on the research question and how to use his data and findings, he became confident in turning over a polished piece of work that he was proud of.

Mike, 17 – IB Geography Extended Essay (and Geography tuition). Mike was writing about domestic workers from the Philippines and migrant labour. He had collected the data and had a vague idea of what to write, but needed help in transforming his research into a well-argued essay. We worked over 6 months on his piece, with both Skype and face-to-face sessions, to shape what was a potentially good idea into a strong piece of work. His essay scored one of the two highest marks in his class.

Ivan, 9 – 10+ exams in English, Maths, Verbal and Non-Verbal Reasoning. He was struggling with Maths and NV particularly. In his English he understood the comprehension (passages) but constantly ran out of time in the writing. His aim was to get into schools such as Whitgift, City of London Boys, and others of similar academic standing, so it was very important to score high on the tests. Through intensive tutoring and timed drills he gained confidence and answered questions within the required time.

Max, 7 – 8+ exams in English and Maths. The student was a bright boy but not very motivated initially. In the Maths particularly, he was afraid of getting things wrong so he would freeze up on the questions and not answer them properly. However, I explained to him that if he showed his workings he would still get partial credit, so it was worth it to try even if the final answer wasn’t correct. Buoyed by this reassurance he started answering more questions and gained confidence, up to the point in which he no longer was afraid of the questions and felt he could do them and get them right.

Danny, 7 – 8+ exams in English, Maths, and Reasoning. The student needed help in Maths because he hadn’t learned multiplication and division properly at school, and his geometry skills were quite poor. We went through the key topics and reviewed them, drilling him using past papers and several Maths textbooks and online resources. In Reasoning (V/NV) again it was a matter of learning the question types and getting to a comfortable level through a combination of practice and learning the skills (vocabulary and identifying patterns).

Alex, 11 – tutored a boy for UKiset for 13+ for Eton. Alex was good at Maths but needed a lot of help in English essay writing, reading comprehension, and Non-Verbal Reasoning. With English we discussed the structure, content and grammar of a good essay and Alex wrote several examples in preparation for the exam. NV reasoning was initially very difficult for Alex, but as I taught him the patterns of how the shapes all have a relationship logically, he began to see how it made sense and has been encouraged by his progress

Vladimir, 10 – 11+ exams in English, Maths, Verbal, and Non-Verbal Reasoning. Vladimir was scoring very well in NV Reasoning, but his English, Maths, and Verbal Reasoning needed significant improvement. He was aiming for the top schools so he needed to score highly. For Verbal Reasoning we did several drills to get him familiar with the question types (anagrams, jumbled words, etc.) and timed these drills to make sure he could complete them on time – a key factor in maximizing points. In English he improved his comprehension and creative writing skills when we reviewed past papers and he had to read the passages carefully before answering questions, taking a few minutes to think through the answers before rushing into writing. He got offers from a number of top schools.

Uma, 10 – tutored a girl in 11+ Maths, English, and Verbal/Non-Verbal Reasoning. She was bouncy and chatty but sometimes lacked motivation, and her spelling and composition skills were weak. In English I devised exercises and word tricks to get her to spell words correctly, and for reading we discussed several texts based on the exam papers. In Reasoning she felt intimidated at first (particularly for Non-Verbal, which has a lot of unfamiliar concepts of arranging and rearranging shapes) but with guidance she felt much more confident.

Rico, 13 – tutored a boy in 13+ Science (Chemistry, Biology, and Physics). He was a bright student but only had a few weeks before he was taking the exam for City of London Boys school. Thus, on very short notice, he needed to get up to speed with the Science curriculum. Through intensive and focused tuition, I guided him through the key elements of the material and crucial exam technique, which he needed to succeed. As a result, he felt prepared and confident in the exams.

Fajr, 5 – tutored a 5 year-old girl at the International Community School (ICS) in Maths and English. Fajr was a quick learner and an avid reader, but she needed extra help to boost her grades. I taught her for two academic years (so until she was 7 years old) and she has consistently improved in her reading and writing.

Mark, 8 – tutored an eight year-old boy, also at ICS, in English, Science, and Maths. Before I started tuition with him, the boy was not motivated to work and so I put together a program of study that incorporated reading books he was interested in, apart from his schoolwork, in order for him to love learning again. After some weeks of tuition with me, his teacher at school noticed that his work ethic had improved and he was participating much more in class.

Polina, 12 – 13+ in English and Verbal/Non-Verbal Reasoning. I have been tutoring Polina since the summer in all these subjects, as she is applying to several different schools and has to take the UKiSET. She is a bright girl but was struggling with her essay writing skills. After a period of regular tuition, she has improved dramatically in her spoken and written abilities, and is a quick learner in the Verbal/NV reasoning sections. So far she has already received offers from Malvern St James and Eastbourne and is sitting the exam for Cheltenham Ladies’ College and King’s Canterbury in January.

Anna, 12 – 13+ in English and Maths. Anna is at an international school in Austria and is a motivated student, but when she commenced tuition she wanted to improve in her writing and Maths in preparation for applications to several schools including Cheltenham Ladies’ College and St Mary’s Calne, among others. She has to take the UKIset for many of the schools.

Mary, 12 – Swiss school entrance exams. Mary was a bright student who needed a boost in her English writing and Maths skills for the exam. I helped her revise algebra and geometry as well as reading comprehension and story writing techniques nearly every day for several months. She took the exams and gained entrance to a number of schools, including Le Rosey.

Sofya, 10 – Academic Assessment for 11+ across English, Verbal, and Non-Verbal reasoning for UKiset. Sofya was an academically able student but needed help in English/Verbal and particularly the Non-Verbal reasoning part, since she didn’t understand how to fit the shapes and identify complex patterns. By breaking these down into their component parts, I helped her understand how everything fit together and also how to answer these types of questions.

Maria, 10: residential tuition in Monaco over the summer months to improve her English. Maria was enrolled in a Russian school in which English was only spoken for one period each day. As a result her language skills were relatively weak, and it was crucial that she improve rapidly because she was sitting exams to various UK schools in September and January. Through lessons filled with educational play and other techniques for her to constantly use English, she improved considerably and received offers to a handful of schools in the UK.

Sasha, 13 – tutored a girl in the ISEE and SSAT, in all sections. This was a residential job lasting the whole summer in Tuscany, and was quite intense, with tuition between 4-5 hours per day. I also had tutored her in April, during her Easter Break. Sasha was academically gifted and was aiming for the top US boarding schools, including Phillips Andover, Exeter, Deerfield, Milton Academy and others. She eventually got into Deerfield and Milton Academy, two of her top choices.

Savannah, 12 – tutored a girl in ISEE and SSAT. She needed to brush up on exam technique and her Maths knowledge was also lacking, particularly since, having been educated in the British system and needed help in understanding Maths concepts tested on American exams. I helped her to transition between the two and she is now in an American school.

Henry, 13 – tutored a boy in the SSAT. Henry’s family was moving back to New York, so he was applying to several schools there and on the East Coast. Through a combination of face-to-face and Skype sessions, I took him through the different sections – and specifically how to answer the tricky Reasoning questions, since those were the parts he didn’t feel too confident about. Henry is now back in New York and got into a school there.

Salma, 17 – tutored a girl in IB History HL. Salma was a good student with all-around enthusiasm and interest for humanities and social sciences. History was her favourite subject – but her essay technique was lacking since she kept running out of time. She was quite flustered when this happened, because she would inevitably write a slapdash final body paragraph and conclusion. I went over the material on the subject topic by topic with her and encouraged her to write short bullet points to plan her essays, balancing speed with accuracy, so that she would have time to develop the essay and write her conclusion properly.

Alice, 17 – tutored a girl in IB History HL. She was interested in topics such as Stalin’s Russia and Mao’s China, but struggled to synthesize her answers in the essays. Using the historical documents in the sources and interpreting them was also challenging for her. Over a year of tuition we went over exam technique systematically and thoroughly, making sure her subject knowledge was good and then integrating that with essay technique. She achieved a grade of 7 and was ecstatic about her result.

Giovanni, 16 – taught a boy seven subjects for GCSE (History, English, Biology, Chemistry, Physics, Maths, and PE). Also taught him exam technique for the 16+ exams (including Wellington, Sevenoaks, Dulwich, Oundle, Radley, and Westminster). Before that I taught him UKiset also. Over six months of intensely concentrated study, Giovanni transformed from a boy with predicted Bs and Cs to improving dramatically in his grades, with the majority As. Lacking confidence in his abilities in the beginning, as we tackled each subject in turn and I taught him study skills and prioritizing as well as the actual subject knowledge, he became a confident, mature student who then went on to get accepted at Oundle, Dulwich and Wellington – a major achievement for a boy whose school in Italy didn’t even know very much about preparing students for 16+ exams or UKiset!

Fergus, 17 – taught a boy IB History HL. He was lacking in exam technique and not confident at all. It turned out that part of the problem was his disorganized notes and folders. But he loved the topics, particularly the Cold War. It was great to be able to bring these topics to life for him as the 1950s and 60s are perhaps my favourite period in history. We went through the end of WWII, Yalta/Potsdam, all the way to JFK, and also made sure that his notes were organized for easy reference. As a result he did very well in his exams and is now at a top university in the USA.

Ben, 26 – Tutored a student aiming for business schools in the US and UK. Many or most B-schools are now accepting GRE, and for more humanities-based students, this is a good alternative to the GMAT. Ben did History at undergrad and so felt he was good in English, but still needed to improve his exam technique, as he was losing time on the Reading Comprehension and struggled with the word definitions for the Text Completion and Sentence Equivalence. With focused tuition particularly in getting his vocabulary up to speed, applying exam technique to improve speed and accuracy, he got over 90th percentile in the Verbal Reasoning and Maths. With Maths we concentrated on Quantitative Comparison as he struggled with how to answer these questions. He was also quite weak in Geometry, having not studied it since before university, but again with focused tuition he improved dramatically.

Jenny, 28 – Tutored a student applying to MFA in Creative Writing programmes in the US. The student needed to boost her score to a 165+ on the Verbal as the programmes she was applying for are incredibly competitive. (Creative Writing programmes have a 2 to 3% acceptance rate; by comparison, even the top law schools like Harvard have a 10-15% acceptance rate). In the end she scored 166 (97th percentile) and analytical writing of 5.0. She got into Columbia, Michigan, and Johns Hopkins (top schools for creative writing).

Sam, 24. Tutored a student applying to Master’s programmes in Government/Politics/Public Policy in the US (e.g. Georgetown, Harvard Kennedy School of Government etc). He was a native English speaker but his Verbal score needed a boost due, again, to vocabulary deficiencies. (That said, GRE vocabulary has many words that are not used in normal conversation or writing, so the words do need to be learned for the test and process of elimination strategies are key). I tutored him over a few months and by the end he was getting 94th percentile in the Verbal section and 5.0 / 5.5 in AW. In the Maths, having reviewed geometry and algebra and test-taking techniques with me (e.g. Process of Elimination, strategies to diminish the time in answering), he got 90th percentile.

Harun, 25. Tutored a student applying to business schools in the US. He was not a native English speaker so he needed a lot of tuition to achieve his goal. He was aiming for mid-level schools such as Tulane, Fordham, Baruch, Babson etc. so these schools need around 158+ on each section. For instance, Fordham has an average GRE score of 316 (both Verbal/Maths) for its full-time MBAs. Over a period of nearly 6 months we had frequent lessons to build his Maths skills in arithmetic, geometry and algebra, and in the Verbal his vocabulary, writing ability, and accuracy—and most of all to build his confidence. He got into the above schools and was very happy to have dramatically improved his score.

David, 17 – A-level Geography. David was a naturally gifted student, but wanted to improve his exam technique as he was losing points in his essays. He was brilliant on the Human Geography parts, both the core sections and the electives (options) such as World Cities as he was interested in the topic and performed well, but Physical Geography was where he struggled. Through an intensive period of tuition during term-time and breaks, I honed in on areas for improvement, specifically the terminology and facts of the Physical Geography sections and how to apply that knowledge to the essays. In the end, with hard work and perseverance, he received an A*.

Ivan, 17 – tutored a boy in A-level Geography. Ivan was at a demanding boarding school and had so many academic commitments that he struggled to juggle them all. As a result, when he commenced tuition he had fallen behind in Geography. He had already been accepted to two top universities in America so his motivation to excel was somewhat lacking in the beginning – the pressure, he felt, was off. However, during our tuition sessions I emphasized that he needed to do well and ace the test, as the universities would see his scores. We went through the entire syllabus and discussed the case studies, as these are an integral part of the Geography exam. He diligently wrote these on index cards and in note form on his computer, which helped immensely come exam time. He received an A* and is now at an Ivy league university in the USA.

Anna, 17 – Tutored a girl in A-level Art History. Anna was a talented student with a gift for drawing and painting. She needed help in Art History since although she loved 20th-century art, she also needed to know about the other movements and periods in the units (e.g. 19th-century art, architecture, etc.) and to write clear and coherent essays. Through several months of tutoring and doing many mock papers, Anna developed her writing and analytical skills. She was offered a place at one of the top visual art schools in the UK and and received an A* in Art History.

Zakee, 17 – Personal Statement for Classics, UCL. Zakee had a keen interest in Latin and Greek, both in languages and history, and wanted to study Classics at UCL. I helped him with his personal statement as he wasn’t sure how to articulate and formulate his interest in the subject and why he wanted to study it. Through focused sessions we came up with a good structure that would highlight his motivation and previous experience (such as reading, travelling to Rome and Greece, and studying the languages at an advanced level).

Luke, 18 – Personal Statement for History / European Studies, UCL and King’s College London. Luke was on his gap year and needed help with his personal statement for European Studies, since he wanted a broad knowledge base including law, politics, history and languages that would enable him to work in France or Belgium after university. We discussed how to best play to his strengths in languages, his international background, and motivation in order to craft a personal statement that would stand out.

Andrew, 21 – Personal Statement for Master’s in Digital Innovation Management – Imperial, King’s College London, UCL, and LSE. Andrew had recently graduated with a first-class degree in IT, and wanted to combine his interests in technology with business. He had some good anecdotes and experiences to include in his statement, but needed to tailor his applications to the specific universities. Together we streamlined his essays to make them more specific to each program, stating why he wanted to attend each of them and why each one was unique and how these would complement his strengths.

Caroline, 24 – GMAT. Caroline was a motivated student, but she struggled with the Verbal section – the Reading Comprehension, Sentence Correction, and Critical Reasoning, and the Quantitative section. English was not her first language and so she took a lot of time on the reading and so tended to lose points due to being unable to get to all the passages (as well as the sentence corrections and critical reasoning questions). I taught her how to read the passages and questions more efficiently so that she could answer the questions faster without sacrificing accuracy. In the Quantitative Section she also was losing points due to hesitation and so we reviewed the key Maths concepts in the test and how to apply them to the problems. As a result of this focused tuition, she got into Cass Business School, London Business School, and MIT (Sloan Business School), among others.

Danil, 23, GMAT – Danil was applying for programs in the UK and Switzerland and needed help in the Verbal and Maths, as well as the Analytical Writing Assessment (AWA). English was also not his first language, although he was proficient – but he often got confused by the Critical Reasoning skills questions. He also found the essay (AWA) challenging to write in just 30 minutes – his essays often lacked enough analysis. During our sessions, therefore, our priorities were to analyse the reasoning questions in detail and spot the tricks the examiners threw at test-takers, as well as to make sure he could critique the argument in the AWA well. For Maths, he needed to brush up on fundamentals as well as advanced topics, and as a result he got into his university of choice in Switzerland.


Conor, 17: tuition in A-level Business Studies. Conor was a gifted student in music and needed help in exam technique for Business and generally getting motivated. Initially he was very quiet and reserved, but during the lessons I engaged him in conversation in key topics from operations to finance to HR and management. He learned how to relate his lessons to real-world practice – i.e. how businesses operate and how it affects consumers, suppliers, and other stakeholders. As a result he began to enjoy studying and this in turn improved his exam technique, since he was able to focus more on key topics and work efficiently to raise his grade.

Mike, 19 – BSc Business Management. Taught Corporate Finance to undergrad. He was struggling with the key concepts, particularly as he was not from a mathematical background, but did well in his group project and the final exam after he became more confident in his problem-solving skills.

Artem, 21 – BSc Business. Taught Calculus – both differentiation and integration – exam preparation.

Nicole, 30 – tutored mature student in Corporate Law for a business module. Nicole had not studied for several years as she was working, so I had to help ease her re-entry into higher education as she studied for a Master’s degree. I tutored her in Company Law, Contract, and Tort. As a result of our lessons, she improved her exam technique considerably and was able to spot the issues in problem questions quickly (a must in business law questions).

James, 17 – tutored the HAT for Oxford. I did a D.Phil at Oxford (Modern History) so am familiar with the test, which assesses critical and analytical skills in history. James lacked confidence in his exam technique, so it was important that he be able to analyse the extracts and apply his knowledge effectively into answering the questions. Among other topics, I tutored him in essay writing – applying a hypothesis to a historical situation – and interpretation of primary sources.

Erika, 17 – tutored EFL. Erika was a confident speaker but lacked skills in Reading and Writing. She tended to rush through these topics during the exam and so was not getting the scores she needed to get into the top universities (typically between 6.5 – 7.5 in each skill). Through focused study, however, she achieved between 6.5-7.0 in all sections of the IELTS, enough to be competitive to the top UK universities (her first choice was King’s but she was also considering universities such as UCL, City, and LSE).

Anna, 19 – tutored Russian student in English Foundation course at university. Anna was a motivated student who needed to improve her scores in all her foundation modules, from Art History to English. It was challenging because she was not a native speaker and the bar was set high for her to pass into first year undergrad (the university was a top Scottish uni). Over two terms we worked extensively on her writing and report/analytical skills, and by the end of it she successfully passed and will enter her 1st year as an undergraduate in September.

William, 17: tuition in SAT English and Maths (American university entrance exams). William was very good in Maths but his English (reading comprehension, vocabulary, and grammar) skills were weak. I broke down the modules for him and we had to start nearly from scratch on many of the grammar rules, but he was a fast learner and gained confidence once he started getting more of the questions right. He was accepted into Stanford and two Ivy League universities, including Cornell, his first choice.

Lawrence, 17 – tuition in SAT (all sections). Lawrence had only commenced test prep in the September (i.e. just 3 months) before his US university applications were due. He was lacking in confidence because he felt he had left the SAT test preparation way too late. In a diagnostic test, both his English and Math scores were not very good. Therefore, it was necessary for me to encourage him during our intensive tuition while remaining extremely focused on the end result – he had to increase his score dramatically (over 150-180 points per section) in just over 3 months. He improved massively over three exam takes in as many months. In the end he got into his top choice university, NYU, and was ecstatic.

Charlie, 17 – SAT prep. Tutored student in the New SAT. The test went “live” in March (and May 2016 is the first sit for most UK-based students). However, I have been prepping students in the New SAT ever since October 2015, when the first study materials and sample papers were released. Therefore, I am aware of and at the forefront of developments in the New SAT, which has several differences from the “old” SAT.

Ari, 18 – AS and A-level Politics. Ari was doing his A-level (US Politics) and retaking AS (UK politics) (EdExcel), which made for a very demanding year. Over six months we worked on both modules, integrating our studies with discussion of current events and trends. He grew in confidence, particularly for his essay technique, and wound up going to a top US university.

Timur, 19 – AS-level Politics (EdExcel) and GCSE Maths. Timur was enthusiastic about UK politics and avidly followed the elections. The key challenge was getting him to express his knowledge in the exam questions. He also had timing issues, taking nearly twice as long to write his answers. Apart from making sure his knowledge is secure, I am tutoring him time management skills both for revision and for the exam itself. As for the Maths, Timur needed to retake the exam. He also had timing issues because he sometimes froze up when answering the questions. We practised many question sets, first untimed, then gradually timing them until he could do the problems within the required time limit.

Clementine, 17: I tutored a girl who was smart but initially lacking in confidence in her abilities in English and History A-levels. During my time with her we concentrated on consolidating the facts she already knew and translating them into well-thought out answers. She also had mild dyslexia, which meant she had to have extra time in the exams. Particularly in History, the ability to synthesize key events and analyse historical trends is crucial, and I taught her some of these techniques. As a result she got As in both subjects and is now at her first choice university, Bristol

Dmitry, 16: tuition for a boy in GCSE Business Studies. Dmitry was enthusiastic about Business but did not know how to apply his considerable knowledge to the exam questions. I tutored him for six months, focusing on essay-writing and exam technique until he took his GCSEs, in which he achieved an A in Business, the only one in his class to do so. He got into Bradfield, his chosen school.

Olivia, 16: GCSE Geography. Olivia wanted to boost her grades as she wasn’t sure she could pull off an A. This was not to do with a lack of ability but rather because, as it turned out, she just hadn’t learned the key terminology. Geography relies on these glossary terms and interpretation of data that can get very specific, so we focused on that. She ended up getting a A*.

Max, 16 – tuition for a boy in GCSE History, Geography and GCSE Science. Max was a native Russian speaker who was very shy in communicating in English and as a result was not achieving his full potential. It took a while to draw him out and encourage him, and I engaged him in the material by using visual aids and internet resources in addition to traditional textbooks. In particular, his knowledge of History was patchy, but consistent application of facts by way of interesting videos and articles (from the Nazis to the League of Nations) made him more interested and able to better in his exams.

Alexander, 19: residential tuition in the south of France for a boy doing A-level English and History and Pre-U Business Studies. Alexander needed to make sure he worked hard over the Easter break, as he hadn’t covered all of the required topics by then. Through intensive tuition approaching 8 hours per day for two weeks, we worked through the syllabi of all three subjects, from studying J. M. Coetzee and Chaucer to Disraeli and Gladstone and writing a business plan. He got all As and got into his chosen university, Edinburgh.

William, 17: tuition in SAT English and Maths (American university entrance exams). William was very good in Maths but his English (reading comprehension, vocabulary, and grammar) skills were weak. I broke down the modules for him and we had to start nearly from scratch on many of the grammar rules, but he was a fast learner and gained confidence once he started getting more of the questions right. He was accepted into Stanford and two Ivy League universities, including Cornell, his first choice.

GCSE English – Working with Kofo during her Christmas holidays to help her with her course, essay writing, structure and analysing texts.

A Level English – Working with Hannah to help her with her A level coursework focusing on texts including Madame Bovery, Betrayal and poems by Christina Rossetti.

Hobbies and Interests

I have a wide range of interests that I would enjoy sharing with my students. Most recently I was a lawyer in an international law firm, and before that a historian.

My passions include theatre and music, particularly musical theatre, jazz, ballet and classic Hollywood film. I am a writer and recently finished a novel set in the 1950s/60s, which brings together my interests in history and literature. I was Writer-in-Residence at the Wertheim Study, New York Public Library, Fellow at the Virginia Center for the Creative Arts, and an alumna of the Bread Loaf Writers’ Conference in Vermont, the oldest and most prestigious writers’ conference in America. I have been shortlisted for the Asham Award (short story prize) and longlisted for the Historical Novel Society Conference Short Story Prize. I keep fit through sports and dance. I enjoy ballet and theatre dance and have taken classes at the Broadway Dance Center in New York and the Dance Attic Studio in London.

Client Testimonials

“I just wanted to thank you for all your help regarding my A-levels, I really don’t think I’d have gotten the results I did without you. You not only helped me understand the content of my syllabuses better but taught me how think differently about work. Whereas before I was concerned with simply memorising facts, I feel more prepared now to tackle university studies.” – Clementine, 18 year-old student, after getting into her first choice university

“I wanted to let you know that on Monday I was admitted into NYU! I would like to thank you immensely for all the help and time you have given me, both with my SATs and my application essays.” – Lawrence, 17, after getting into his top choice university

“I’m really grateful to you for this effort and help in achieving this target. Your help is highly appreciated. We will ask your help again if needed.” – mother of 13+ student, who got into his first choice school

“Dmitry got an A in Business studies – the only one to do so in his school, so many thanks for your efforts!” – father of 16-year-old student

“Katherine, also may I thank you for lessons with Polina, she has indeed showed significant progress since September. There is a lot to be done in future but you have both done a great job.” – Maria, guardian of 12 year-old student

“Alex enjoyed her lessons, she was responsive in terms of his needs and timing, and he scored well in the exams thereafter.  I would certainly be pleased to recommend her.” Father of UKiset student

“Mads did very well…and has gained a place on his chosen Engineering course at [his first choice] University!” Educational consultant to student’s family




  • Multidisciplinary