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I was born in Oxfordshire and lived there until I left for the University of Durham after my A levels. I attended Wallingford School Academy for my secondary education, studying History, French and Mathematics, enjoying the logic of the latter and the critical thinking of the former two. This led me to study Politics, Philosophy, and Economics at undergraduate level at the University of Durham, where I was able to explore numerous topics in this interdisciplinary degree. I stayed to complete a Masters of Science in Global Politics in 2021. A year later, I joined Keystone, in 2022.

I began tutoring during my undergraduate degree, working part-time to share my love for education and the techniques which helped me to succeed at school. I have experience teaching students with learning difficulties and SEN students, in classroom environments, alongside freelance tutoring. I took great pleasure in these roles - so much so that I have now taken on tutoring in a professional capacity.

A core guiding principle of my teaching is that students need that spark to light their motivation and become interested in their subject. This is particularly important in subjects like mathematics, where much independent practice is needed to boost outcomes and succeed, as well as in subjects like politics and economics. Through clear communication, gaining an understanding of my students and their perspective on their subjects, I aim to push them where they already do well and give them that confidence boost to spark their capabilities in areas where they need to improve.

In a one-to-one lesson, a student can not only gain from the full attention of their tutor, but become more at ease with the challenges (and thrills) that their subject can present. This can make the learning process feel like less of a chore and more of an interactive process which spurs them on. Sometimes, this can require going deeper to see where any gaps or uncertainties in knowledge arise, tackling these to secure the foundations and allow that academic advancement of which so many students are capable.

Ideally, I want my students to come to lessons feeling ready and comfortable to discuss topic areas they know they need to improve on, without stigma or feeling bad for not understanding something. Together, we will make progress, whether it is for that goal of an exam on the horizon or more generally for boosted confidence.

When not tutoring, I edit journal articles for The Political Quarterly's academic papers. I also enjoy exploring London and reading about English identity and history.