Your child is working hard at Chemistry.

BEFORE
"None of it makes sense — I don't even know where to start."

AFTER
Your child finds a starting point they can understand.
Clear explanations and familiar examples help them build the connections, one step at a time
- so they can explain an idea and begin using it for themselves.

BEFORE
"I dread every lesson. I feel stupid compared to everyone else."

AFTER
As ideas begin to make sense, your child can grow more confident in asking questions, sharing their thinking and having a go.
They have room to learn at their own pace, with support when they get stuck.

BEFORE
"Every new topic just makes it feel more overwhelming."

AFTER
New topics become easier to approach as your child connects them to ideas they already understand.
We revisit earlier concepts and build step by step, giving them a firmer starting point.

BEFORE
"I revise for hours and my grades still don't reflect it."

AFTER
Revision becomes more focused as your child understands where they’re going wrong.
They practise recalling ideas, applying them to unfamiliar questions and explaining their answers clearly
- building towards stronger exam performance.

Live online small-group lessons
Just 3–5 students, giving each child time to ask questions, explain their thinking and receive guidance - all online.
Students also learn from one another’s questions and explanations, with me checking understanding and guiding the discussion.

Start where your child needs help
Through questions, examples and your child’s explanations,
I find where understanding needs support.
We revisit earlier ideas when needed and build towards the topics they’re studying now.

One hour each week
A live online Chemistry class at the weekend. We build understanding step by step, work through examples together, and give your child opportunities to ask questions and try for themselves.

Check understanding as we go
Your child’s answers and explanations help me see what has clicked and what needs more work.
We revisit sticking points and try a different explanation when needed.

Hardest topics demystified
The dreaded quantitative chemistry—including moles and calculations. Electrolysis. Titration. Equilibrium. Organic chemistry.
These are topics pupils and former pupils have told me they struggled to understand.
Some parents remember the same confusion - and chose to drop Chemistry as soon as they could.
We break these ideas down step by step, using familiar examples and checking understanding as we go.

Parent updates
Clear updates on what your child is learning, where they’re making progress and what still needs attention.

You don’t need to understand the Chemistry yourself to stay involved. I explain it in plain English, with no jargon or judgement.

Join a founding Chemistry group

£97 for 30 days, paid upfront
One live, one-hour online class each week at the weekend, with just 3–5 students.
As a founding student, your child keeps this discounted rate while they continue - a thank-you for helping me launch these first groups.
We’ll agree the class time and start date once three suitable students are ready to join.

Your first 30 days: 100% money-back guarantee

If you decide the classes aren’t right for your child, ask within the first 30 days, and I’ll refund your payment in full. No questions asked.
The guarantee applies even if your child has missed lessons.
You’ll receive your money back - not credit or extra tuition.
The 30 days begin with your child’s first class.

Regular attendance matters - consistency builds understanding
Each lesson builds on earlier learning. Attending regularly and taking part gives your child opportunities to revisit ideas, ask questions and practise applying what they’ve learned.

After the first 30 days, missed classes aren’t individually refunded.
Your full, no-questions-asked refund guarantee still applies during the first 30 days, even if your child misses lessons.

Chemistry knowledge. Practical experience. Clear teaching.

I hold degrees in Analytical Chemistry and Secondary Science Education, specialising in Chemistry with Physics as my second subject. My experience includes seven years as a laboratory technician, just under three years teaching, and further work training people in industry.

During my teacher training, Professor Gren Ireson reminded me that, 'to a student, science can feel like learning a foreign language.'
Another influential lecturer encouraged us to “be curious, not furious.”

That advice took on real meaning when I recognised literacy difficulties in a Year 10 science class. I began looking more closely at whether students were struggling with the science, the wording, or both - and adapted my explanations accordingly.

My industry training experience also taught me to adapt to individuals and small groups, building trust so learners felt comfortable asking questions, making mistakes and saying when written instructions didn’t make sense.

I bring that approach into Chemistry tuition. I go beyond the textbook, breaking ideas into manageable steps and using familiar examples and clear visuals to make them relatable. I check understanding as we go, giving your child time to explain their thinking and connect each new idea to what they already know.

Examples from my previous teaching

These experiences helped shape how I teach today.
They come from my classroom teaching and private tuition before the launch of these online small groups.

From seeking help to bringing friends
A group of Year 12 students came to me for private tuition, then brought their friends. We took time to work through explanations they hadn’t fully understood.
Within a few weeks, they were confident enough in their understanding to spot and question errors in their Chemistry lessons.

Looking beyond the behaviour
During my teacher training, I worked with a Year 10 science class described as “badly behaved.”

Looking more closely revealed literacy difficulties that were getting in the way of learning. I adapted my explanations and broke the work into clearer steps. Behaviour improved, and students began to engage with the science.

From struggling to choosing Chemistry
Students I taught who had struggled in Years 9 and 10 went on to choose Chemistry at A-level. As the subject began to make sense, they became more confident and interested in taking it further.