Matthew - Physics Tutor - London
Matthew - Physics Tutor - London

One of our best tutors. Quality profile, experience in their field, verified qualifications and a great response time. Matthew will be happy to arrange your first Physics lesson.

Matthew

One of our best tutors. Quality profile, experience in their field, verified qualifications and a great response time. Matthew will be happy to arrange your first Physics lesson.

  • Rate Ksh. 28,886
  • Response 3h
  • Students

    Number of students Matthew has accompanied since arriving at Superprof

    50+

    Number of students Matthew has accompanied since arriving at Superprof

Matthew - Physics Tutor - London
  • 5 (84 reviews)

Ksh. 28,886/hr

Contact
  • Physics
  • Computing
  • Quantum Physics
  • Nuclear Physics
  • PAT

PTP MEMBER: Cambridge Natural Sciences graduate & professional Physics tutor; GCSE, IGCSE, A-level & IB; AQA, Edexcel, CIE, OCR; 12,000+ hours; ESAT, 16+ & Oxbridge admissions; interviews

  • Physics
  • Computing
  • Quantum Physics
  • Nuclear Physics
  • PAT

Lesson location

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One of our best tutors. Quality profile, experience in their field, verified qualifications and a great response time. Matthew will be happy to arrange your first Physics lesson.

About Matthew

PROFESSIONAL TUTOR PARTNERSHIP MEMBER:
Engage with any one of our tutors and they can recommend other expert tutors across a range of subjects. Through collaboration and shared expertise, we are a network of professional tutors, each with more than 10 years of full-time experience.

PHYSICS TUITION | GCSE, IGCSE, A-LEVEL & IB | OXBRIDGE & STEM ADMISSIONS

I am a full-time professional private tutor with 12,000+ hours of one-to-one teaching experience since 2013. I hold a BA (Hons) and MSci in Natural Sciences from Pembroke College, University of Cambridge, specialising in Experimental & Theoretical Physics.

I teach Physics at GCSE, IGCSE, A-level and IB, including AQA, Edexcel, OCR and Cambridge International (CIE) specifications. I also teach mathematics and physics at undergraduate level and support the mathematical content of quantitative courses including engineering, economics, business and finance.

My work includes:

• GCSE and IGCSE Physics, including Triple and Combined Science
• A-level and IB Physics
• 13+ and 16+ school entrance examinations and interviews
• Oxbridge, Engineering and competitive STEM university applications
• ESAT preparation, super-curricular development, UCAS application support and interview preparation
• Undergraduate mathematics and physics
• Long-term and short-term home-schooling programmes

I have completed 1,000+ hours of subject-specific Oxbridge mock interviewing and was Principal Oxbridge STEM Mock Interviewer at Epsom College from 2018–22.

Recent admissions successes include offers from Cambridge and Imperial in the biological and physical sciences, together with 16+ entry to Westminster School, Brighton College and Latymer Upper School, and 11+ entry to leading London Consortium schools and St Paul’s School.

Recent academic successes among students include grade 9 results at GCSE and A* results at A-level in mathematics and the sciences, successful undergraduate mathematics module resits, and a distinction-level dissertation mark for a student on UCL’s MSc Private Equity and Venture Capital with Financial Technology programme.

I am also scheduled to deliver a TMUA workshop at Eton College in September 2026. I previously delivered Oxbridge Applications workshops at La Salle, German Swiss International School and Harrow International in Hong Kong.

My home-schooling experience includes sole responsibility for a student’s IGCSE Science tuition over two years, culminating in a final grade A, and a current appointment, now in its third year, delivering a primary student’s complete mathematics and science curriculum, including super-curricular enrichment such as robotics.

I teach both in person across London and the Home Counties and online worldwide. As a driver and cyclist, I can also reach areas of London that are less convenient by public transport.

QUALIFICATIONS

• University of Cambridge, Pembroke College — BA (Hons) & MSci in Natural Sciences (Physical), 2:1
• A-levels — Physics A, Mathematics A, Further Mathematics A, Chemistry A
• AS-level — Biology A
• GCSEs — 12 subjects: 6 A*, 6 A, including A* in Physics, Mathematics, Chemistry and Biology

MY BACKGROUND

At Cambridge I studied physics, mathematics, chemistry and materials science before specialising in Experimental & Theoretical Physics in Parts II and III of the Natural Sciences Tripos.

My teaching experience began while at Cambridge. Through the Cavendish Laboratory Education Outreach programme I worked as an assistant physics teacher at Coleridge Community College, preparing and delivering lessons and helping to plan the Year 8 physics curriculum. I also taught science, mathematics and English in India and Beijing.

I have since developed long-standing tutoring appointments with families in London and internationally and am registered with 16+ London tutoring agencies, including Gabbitas, Simply Learning Tuition, Quintessentially Education and Educate Private.

Outside tutoring, I completed a geophysics internship at BP’s North Sea headquarters and have a continuing interest in algorithmic trading and quantitative finance, including independent study of doctoral-level asset pricing.

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About the lesson

  • Lower Primary
  • Upper Primary
  • Lower Secondary
  • +7
  • levels :

    Lower Primary

    Upper Primary

    Lower Secondary

    Senior School

    Tertiary

    Adult Education

    Masters

    Diploma

    Doctorate

    MBA

  • English

All languages in which the lesson is available :

English

My Physics lessons combine three priorities: strong conceptual understanding, efficient mathematical problem-solving and precise examination technique.

At the outset, I identify gaps in a student’s knowledge and determine whether difficulties arise from the underlying physics, the mathematics required to apply it, or examination technique. Lessons can then be targeted efficiently rather than simply repeating material the student already understands.

For GCSE, IGCSE, A-level and IB Physics, I work closely with the relevant specification and examination board, including AQA, Edexcel, OCR and Cambridge International. I use progressively more demanding questions and past-paper material to develop both understanding and the ability to secure marks reliably under timed conditions.

Depending on the student, I can act in several complementary roles:

• Teacher: delivering a structured course alongside or independently of the school curriculum.
• Problem-solving tutor: addressing difficult topics, homework and examination questions.
• Mentor: helping students organise their learning, identify weaknesses and become increasingly independent.

For high-performing students I regularly extend beyond the syllabus where this supports deeper understanding or preparation for Physics, Engineering, Natural Sciences and other competitive STEM applications.

For university admissions, I provide structured preparation for ESAT and Oxbridge interviews, including applications to Physics, Engineering and Natural Sciences courses, alongside UCAS application support, personal statement development and super-curricular enrichment. I encourage students to start early so that wider reading, problem-solving and subject exploration develop naturally rather than being compressed into the final weeks before an application.

I also have substantial experience with home-schooling and full curriculum delivery, where lessons require more than supplementary tutoring: I plan progression, select appropriate material, monitor attainment and take responsibility for ensuring that the relevant curriculum is covered.

Online lessons are delivered using a tablet-and-stylus setup with screen sharing and collaborative working, allowing both student and tutor to follow each stage of mathematical and physical reasoning clearly. I also teach in person throughout London and the Home Counties and am available seven days a week.

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Rates

Rate

  • Ksh. 28,886

Pack prices

  • 5h: Ksh. 144,429
  • 10h: Ksh. 288,858

online

  • Ksh. 28,886/h

Matthew's Video

Find out more about Matthew

Find out more about Matthew

  • When did you develop an interest in your chosen field and in private tutoring?

    I developed my interest in education while reading Natural Sciences at the University of Cambridge by immersing myself in a wealth of educational projects. For example, in my third year, through the Cavendish Laboratory Educational Outreach programme, I was placed part-time at Coleridge Community College as an assistant physics teacher. I taught science, mathematics and English as a foreign language during my summer vacations in schools in India and China.
  • Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

    I teach a broad spectrum of subjects and levels:
    - All core subjects at the primary school level in preparation for school entrance assessments.
    - Secondary school science and mathematics across all exam boards (including IB).
    - University admissions to Oxbridge and Russel Group Universities including personal statement, admissions tests and interview support.
    - Foundation/university tuition in engineering, physics and mathematics (including the mathematical content of other disciplines such as economics and finance).

    I enjoy exposing myself to a wide range of teaching responsibilities. Not only do I find the variety refreshing, but it is fascinating to explore the different teaching methods required at different levels. I am sure you will appreciate the contrast of explaining arithmetic to a four-year-old versus conceptualising complex numbers with an A-level student – the former possibly being the harder!

    Having specialised in physics in my last years at university, I do have a natural inclination towards this discipline. I believe the full potential of physics can only be unlocked by mathematics, so my lessons make robust use of mathematical principles and models. Nevertheless, I believe there is the tremendous value offered by all the STEM fields and I willingly indulge in teaching across the whole spectrum.
  • Did you have any role models; a teacher that inspired you?

    I have always been fond of my A-level maths teacher. I met up with him recently and was impressed he had maintained a teaching position at my secondary school, even after retiring. We reminisced on our classes. As a small class of two, there was ample opportunity for my classmate and I to explore our individual curiosities. Happy to stray from the intended lesson plan, my teacher nurtured a passion for mathematics rather than a necessity to pass exam papers, which has maintained my enthusiasm for the subject till this day. In this vein, I encourage input from my students to individualise their lessons to maximise engagement and allow them to cultivate their interests.
  • What do you think are the qualities required to be a good tutor?

    Knowledge. Enthusiasm. Relatability. Organisation.

    It goes without saying a good tutor must have a sound understanding of the subject they are teaching. However, there is no use harbouring a wealth of knowledge if you cannot captivate your audience. A varied teaching style, a trove of anecdotes and a relaxed manner of teaching will help any tutor win the attention and admiration of their students. Whenever possible, I integrate elements of my students’ hobbies and extra-curricular interests into my lessons to demonstrate the relevance of what we are learning beyond the abstractness of academia. Finally, it is important a tutor demonstrates the highest levels of organisation and professionalism when committing to a role and delivering classes. Punctuality, reliability and preparation are paramount to earn the trust of the student and their parents/guardians.
  • Provide a valuable anecdote related to your subject or your days at school.

    At university, students were given access to liquid nitrogen to analyse the behavioural changes of materials at sub-zero temperatures. But liquid nitrogen of course has other more useful applications, such as making ice cream! So yes, on one occasion we brought our mixing bowls and various ingredients and set about making some exquisite ice cream samples. We then took our ice cream to the History of Mathematics lecture (where students were allowed to bring their own food) and had a gloriously gluttonous afternoon.
  • What were the difficulties or challenges you faced or still facing in your subject?

    Despite having taught thousands of hours of mathematics and battled algebra of the highest complexity during my mathematics modules at university, I would still argue I am rather imperfect at mental arithmetic. As will be familiar to anyone who has studied a mathematical discipline, being categorised as a ‘maths boff’ apparently automatically makes you a human calculator. ‘What is this four-digit number multiplied by this three-digit number?’ you hear them cry with misplaced anticipation. Well, that is exactly the problem. Mathematics and arithmetic are not synonymous, neither in meaning nor as indicators of one’s abilities in the other. It is very possible to be magnificent at maths but awful at arithmetic, and it is important students are not disillusioned at a young age if they struggle in the latter. I believe my own struggles with arithmetic have helped me empathise with my students, and let them in on the tricks I employ to aid my own mental calculations.
  • Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

    I have recently taken an interest in algorithmic trading and have found it fascinating how tools learnt in A-Level/university mathematics and physics can be applied to the world of finance. Probability is an integral component of this process, and it is fascinating to put theory to practice and achieve real results. Statistics is often stigmatised as a chore by many students, so it invigorates them to see an application beyond fancy figures and pretty pie charts!
  • What makes you a Superprof (besides answering these interview questions :-P) ?

    I believe my students always have the final say, so if you believe I could be your ‘Superprof’ please get in touch to arrange a class!
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