Latoya V.

I specialise in helping students truly understand physics and maths—even if they’ve previously struggled or doubted themselves. I’m known for giving clear, structured explanations that simplify complex topics and build lasting confidence.

Beyond content, I also focus on exam strategy—identifying common patterns in the errors students make and teaching small but powerful tweaks to how they approach questions. These process changes alone often lead to a 5–10% increase in exam grades.

I’ve taught physics for over 15 years, including roles as Head of Physics and lead teacher, head examiner and course coordinator on a university entry physics foundation programme. I’ve also worked as a school leader in teaching and learning, supporting the professional development of other teachers.

Throughout my career, I’ve supported students with a wide range of learning needs, including ADHD, dyslexia, dyscalculia, dyspraxia, anxiety, and EAL, as well as visual impairments and other disabilities. These students have not only achieved academic success—they’ve gained confidence in their abilities and developed a stronger sense of self-efficacy.

Since moving to online tutoring, I’ve taught students around the world following AQA, Edexcel, OCR, CIE, IB, NCEA (NZ), and Australian curricula. I've also examined for most UK exam boards. My experience across these frameworks means I can quickly pinpoint what's important and adapt lessons to fit each student's exam board and learning style.

I also support students with their A1 (Year 12) exams who are aiming to secure A/A* predicted grades for UCAS applications. This includes helping students prepare over the summer for resits in Y13, especially if their end-of-year results were lower than expected or required. These students often need a targeted plan to address weak areas and rebuild confidence quickly, and I work with them to create a structured approach that helps demonstrate their true potential in time for school resits in September or October. It is often crucial to start with such a programme as soon as the grade is known for best results.

In addition, I support students preparing for university admissions tests such as the PAT (Oxford) and NSAA (Cambridge), and I assist with personal statements and interview preparation.

For students completing research projects—such as the Extended Project Qualification (EPQ)—I offer support in understanding the relevant physics, developing their project structure, and improving their scientific writing. I also provide feedback on how to communicate their ideas clearly, both in writing and in presentations.

Please note that I do not write any part of assignments for students; I only guide and offer support ethical academic development - I don't condone plagiarism.

Resources & Publications
As part of my work with PMT Education, I’ve also written blog articles to support students and parents with physics revision and exam techniques. These include:

• A-Level Physics 6-mark questions: Strategies for success
• Tackling explanation questions in A-Level Physics
• How can your child succeed in GCSE or A-Level Physics? (a guide for parents)

These free articles - found on the PMT blog - offer insight into the methods I use with students and are aimed at improving confidence, structure, and long-term outcomes.

My qualifications:
• MSc in Learning and Teaching (University of Oxford, Distinction)
• MSc in Medical Physics
• PGCE in Physics with Mathematics (with QTS - fully qualified teacher)
• Institue of Physics Scholar
• BSc in Physics and Mathematics
• Published educational author (see PMT education blog articles, chartered college of teaching article)
• Author of the predicted/practice AQA and OCR A Physics Papers 1 & 2 on the Physics & Maths Tutor website

If you'd like to find out whether I’m the right fit, just send me a message. Availability shown here may not reflect real-time scheduling, so direct contact is always best.

Every lesson is tailored to the individual student. We start by identifying your goals, assessing your current level, and creating a roadmap to help you reach your targets—whether that’s understanding key concepts, preparing for an upcoming exam, or getting into a competitive university.

I use both my iPad and laptop to deliver interactive lessons that include clear explanations, worked examples, past paper walkthroughs, diagrams, and—where helpful—animations, simulations, puzzles, and the occasional meme or dad joke. Lessons are varied and responsive to your energy levels, confidence, and the type of thinking the topic requires.

I also teach specific skills such as exam technique, critical thinking, extended writing, and applying knowledge to unfamiliar contexts. I routinely check for common misconceptions and nuanced points that often trip students up in exams—such as interpreting log scales or recognising that elements with atomic numbers above 80 tend to undergo alpha decay. These subtleties are frequently missed in classroom teaching but can make a significant difference to performance.

For practical-based questions, I take a different approach: rather than just reviewing the methods, I help students learn how to break down the question, identify what type of response is expected, and apply the underlying skill. I also help students summarise and understand the key skills linked to each required practical, so they feel confident tackling both structured and unfamiliar practical scenarios.

At the end of each lesson, you’ll have a set of high‑quality notes we’ve created together, along with optional practice tasks and personalised recommendations to help you make continued progress between sessions.

As exams approach, I often create bespoke revision plans for students to help them structure their time effectively and avoid the common feeling of 'I haven’t done enough.' These plans incorporate past paper practice, textbook-based work, and spaced recall techniques, and are designed to build confidence, reinforce key skills, and avoid burnout in the final weeks.

I also stay in touch with parents to ensure they’re updated on a student’s progress and confident in our plan—this may be a short chat after a session or through messages, depending on preference.

If you’re interested in getting started with tutoring, feel free to get in touch. In our first session, we’ll spend a little time discussing your learning needs and goals, and then I’ll teach you a topic so you can experience my teaching style before deciding whether I’m the right tutor for you.