Olly attended a grammar school in south west London where he completed his A levels before attending Durham University to study Economics. An interest in teaching and inspiring children drew him to the Teach First programme, where he taught maths at a challenging school in Doncaster for two years.
Adam completed his Masters at the London School of Economics and his Certificate In Education at Cambridge University. He has nearly two decades of experience preparing children for entrance to leading London day and boarding schools at the 7+, 8+, 11+ and 13+.
Alan holds a PhD in Physics from the University of Warwick and worked in experimental physics research for a number of years at the Rutherford Appleton Laboratory's neutron source near Oxford. After teaching Mathematics and Physics in Zimbabwe for Voluntary Service Overseas, he qualified as a science teacher in 2000.
Although semi-retired, Tony is keen to do more than just the housework and is enthusiastically furthering his already significant teaching skills in tutoring students toward examination success. He has a proven track record of successful practice in both Economics (IB and AL) and Mathematics (IGCSE – MYP -School entrance) in a range of international and British schools across the world.
Phil studied Environmental Science at the University of Southampton before going on to do his PGCE at the University of Birmingham. He began his teaching career in 2002 and has now amassed 14 years teaching experience, teaching in some of the top schools (in both the private and state sectors and also internationally).
Baxter has recently taught maths at The Crest Academy in Brent for four years and has enjoyed being part of the development and positive change within his school. He completed the Teach First Leadership Development programme having graduated with a 2:1 in Physics and Philosophy in 2013; and has worked his way through leadership positions at the school.
My approach is one of flexibility where I will adapt my methods to the needs of learners. Ultimately, the role of a tutor has to be to ensure learners develop problem-solving skills by understanding the approach needed and not simply answer questions with steams of knowledge and textbook facts.