Abdullah

Ten years of private tutoring across GCSE and A-Level, in Maths, the Sciences and Computer Science.

Almost every student I`ve taught has come through family or personal referral rather than advertising. My A-Level students have averaged at least A grades across all their subjects, not only the one I taught them.

I sat these exams myself and got A grades in Maths, Chemistry and Biology at both GCSE and A-Level, so I know the specifications from the mark scheme upwards. I then read [degree] at Warwick and have spent five years working as a software engineer, which means I can also answer the question every teenager eventually asks: what is any of this actually for.

How I teach: I start with a short diagnostic to work out where a student is strong, where they`re weak, and how they actually learn. From there we go topic by topic, repeating until each one is genuinely secure rather than vaguely familiar. I teach independently of school and deliberately run ahead of school pace, so students reach the material early and spend the final months consolidating instead of catching up.

The aim is simple. Confident with the content, calm in the exam room, and curious enough to keep going once the grade is in.

Willing to travel: 5 miles

Experience: Tutoring

More than ten years of private tutoring across GCSE and A-Level, all of it through referrals within my family and close networks rather than open advertising. Every A-Level student I`ve taken through a full cycle has finished averaging A grades or above across their subjects, not just the one I taught them. I`ve kept the numbers deliberately small so each student gets proper attention.

Professional

Five years as a software engineer, four of them at Spotify working on fraud detection and payments systems used by millions of people. I now build and run my own software products.

During my degree I also worked as a visiting research scientist at KAUST in pharmacogenetics and bioinformatics, so the Biology and Chemistry are not theoretical to me either.

Between them, this means I can answer the question every student eventually asks: what is this actually for?

Academic

University of Warwick graduate. A grades in Maths, Chemistry and Biology at GCSE and A-Level, sat under the same exam boards your child is working towards.

How I work

I use a method passed through my family and refined over years of teaching. It rests on two things: knowing exactly where a student stands, and refusing to move on until they`re solid.

The first sessions are diagnostic. I work out which topics are weak and, just as importantly, how the student learns, because the two are almost always connected. From there we go topic by topic, and we stay on a topic until they can explain it back to me without notes. Then we circle back weeks later to make sure it`s stuck.

This runs ahead of school rather than alongside it. We move faster than the syllabus, so by the time the school is finishing the course my students have already covered it and are consolidating. It`s the difference between a student who has seen the material once and one who walks into the exam having seen it twice.

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