Sophie L.

Since 2018 I have tutored 30+ different students, ranging from year 4 - year 13, in Maths and Science subjects, clocking up 2000+ hours of experience. I’ve even run my own Easter boot camps to support GCSE and A Level students. The fact that 4–8 students chose to spend an hour a day with me during their Easter holidays speaks volumes; if that isn’t a testament to the value of my tuition, I don’t know what is! 

In 2019, I completed the Institute of Physics Ambassador program, which equipped me with skills and knowledge to help mentor younger students. I take pride in my 100% success rate in helping students achieve their desired SATS, GCSE's and A Level grades. My work with students who have dyslexia, dyscalculia, and ADHD is particularly close to my heart, as I’ve witnessed their confidence soar through tailored support. 

I’m an enthusiastic and dedicated tutor with a strong academic foundation in Maths, Physics, Chemistry, and Further Maths, evidenced by my straight A*'s and 9’s across all subjects at GCSE and A Levels. My passion for the sciences led me to complete a first-class honours degree in Physics at the University of Birmingham, where I delved into the fascinating realms of stellar astrophysics and particle physics. I then expanded my horizons by taking a Master’s in Computer Science, focusing on Python programming, AI, Machine Learning, and game theory applications to social issues.

As a recent student myself, I bring more than just academic support to my tutoring sessions; I offer understanding and empathy. Having navigated the pressures of GCSEs, A Levels, and life decisions, I approach tutoring with a compassionate and considerate mindset. I have a student-centred approach to my teaching so I can tailor each session to my tutees’ unique needs. By treating my students as equals and acknowledging that life can be unpredictable, I find I have been able to build strong, respectful relationships which foster academic success.

I aim to be a supportive ally in their educational journey, creating an environment free from anxiety or nervousness. It’s important to me that my students leave each session feeling a sense of achievement. That’s why I start by asking what they hope to gain from our time together. I encourage questions, no matter how many times they’re asked. If a concept isn’t clear after several explanations, it’s a cue for me to get creative and find new ways to explain the material. The goal is never immediate comprehension but rather a collaborative effort towards understanding.