Oxford PPE Graduate teaching A Level & GCSE Maths. 4 A*s student at A Level including Maths and Economics. First-Class on Oxford’s Quantitative Economics Paper

Our tutorials will be planned around your individual needs, building from whatever level you are currently working at and moving at a pace that suits you.

Rather than relying on memorisation, I will help you understand where methods come from and why they work, using diagrams, graphs and visual tools wherever useful.

For A Level Maths, I teach Pure Maths alongside Probability and Statistics. For Mechanics, I work with my friend and fellow Oxford graduate Hamza, who specialises in that part of the course. We will coordinate and work together to support you across the whole course.

At the end of each lesson, you will receive a lesson pack containing the work we completed together, so you have something useful to revisit afterwards.

I first encountered A Level Maths during a gap year, when I taught myself the course on a condensed timetable. I know what it is like to return to maths after time away or to work through a lot of content quickly under pressure. I went on to achieve an A* in Maths, alongside A*s in Economics, History and Politics.

I then studied PPE at Oxford, where I had the time of my life! I achieved a First in Quantitative Economics. I love pure maths and statistics, and helping a student reach that “a-ha!” moment when something suddenly clicks is one of the most satisfying parts of tutoring for me.

I have also worked with many successful applicants to Oxford and Cambridge for economics-related courses. Students I have worked with have gone on to receive 5 Oxford PPE offers, 2 Oxford Economics & Management offers and 6 Cambridge Economics offers.

One student I am particularly proud to have worked with was a mature applicant who received an Oxford PPE offer conditional on achieving an A in A Level Maths, despite not yet having started the course. We worked through the syllabus from the fundamentals upwards, and he achieved the grade.

My own academic path was not always straightforward. I did not really connect with education until Sixth Form, needed additional support with dyslexia, and had to reapply to Oxford after narrowly missing out first time. That experience taught me that progress is rarely linear, and I try to meet each student wherever they are and help them move forward with confidence.