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Information About Andrew - London tutor -
(30 reviews)

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Subjects Taught


Hourly Rate
Primary £75.00
Secondary £75.00
GCSE £75.00
A-Level £75.00
University £85.00
Casual Learner £85.00

Business Related

Hourly Rate
University £85.00


Hourly Rate
Primary £75.00
Secondary £75.00
GCSE £75.00
A-Level £75.00
University £85.00
Casual Learner £85.00

Entrance Exams

Hourly Rate
13 Plus £85.00
University £85.00

Study Skills

Hourly Rate
Primary £75.00
Secondary £75.00
GCSE £75.00
A-Level £75.00
University £75.00
Casual Learner £75.00

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Personal Description:

First class award-winning LSE economist, Graduate A Level Examiner and Co-Founder of Up Learn. I have 5 years’ experience teaching 200+ students privately and 3000+ students through my online courses.

At LSE, I achieved the highest mark out of 1400 undergraduates, winning the Economics Examiner Prize and the Rishi Madlani Award for Macroeconomics. I achieved 4 A*s in my self-studied A Levels and 98% at AS Level, winning the Harvard Prize for the highest results in the year, and offers to study at both LSE and Cambridge.

In October, I will begin teaching undergraduate microeconomics at LSE.

I really love learning and I’ve had some incredible success in academia… but actually a very difficult time in education.

I hated school: I hated sitting bored in a classroom, not understanding what was going on, wanting to ask questions but being too afraid of looking “stupid”. I hated that I didn’t understand the purpose of what I was studying, how little belief my teachers had in me, and that I forgot 95% of what was taught by exam time!

So, at seventeen, I dropped out of school and started tutoring part-time to support myself.

Suddenly, I was on my own, responsible for my own learning and my students'. I had to learn how to learn, and learn how to teach!

The 5 years that followed led to a powerful discovery: everything we “know” about learning is remarkably wrong.

Research from educational neuroscience shows that rereading notes is the least effective way to revise, and drawing is 9.5x more effective than rewriting for retention. The list of these counter-intuitive insights goes on, but our schools plod on as if science doesn’t exist.

I want to empower all of my students with the techniques needed to learn most effectively. I want to inspire inside them a veritable passion for their subject. And, most importantly, I want them to achieve excellence.

Academic awards:

• Economics Examiner Prize: for the highest mark in my 2nd year, out of 1400+ LSE students
• Rishi Madlani Award: for the highest mark (91) in Macroeconomics (EC210) out of 600+ LSE students
• Highest mark in Industrial Economics (77), an advanced microeconomics course
• ifs Young Business Writer of the Year 2013: My article came 1st in the country
• Royal Economic Society Young Economist of the Year Competition: 3rd internationally out of 750 entries
• Harvard Prize: Highest grades in the year

Tutoring Experience:

I’ve now been tutoring for over five years, teaching 200+ students privately and 3000+ students through my online A Level courses on Up Learn.

As a Graduate Examiner for Edexcel, I’ve inherited a deep insight into how A Levels are really marked and I leverage this understanding to increase my students’ grades. Indeed, several of my A Level students have now achieved 100% in their exams (feel free to check out my reviews) and my courses on Up Learn have maintained an impressive 95% A*-A rate (out of students who’ve completed the course).

This year I will begin teaching undergraduate microeconomics at the London School of Economics - and have previously tutored students in microeconomics and macroeconomics from Cambridge, LSE, UCL, Bristol, Warwick, Essex, Kingston and City.

Tutoring Approach:

My approach to tutoring is results-driven and grounded in the educational neuroscience behind how students really learn.

Lessons are structured as a series of Socratic questions. Students’ answers to these questions will take them to the next stage of the explanation, and eventually we reach its conclusion - which is always a wonderful “aha” moment for students.

Because I’m asking my students questions (rather than lecturing them!) I’m able to pinpoint any misconceptions in their understanding immediately, which we can dispel and move forward.

The questioning approach makes use of the “testing effect”: students who are tested (or test themselves) on what they’ve learnt invariably outperform students who don’t - sometimes by as much as 50% (the equivalent of going from a C grade to an A*). It also takes advantage of “generation”: students asked to generate their own answers to questions before being shown the correct answer, remember the correct solution more robustly than students who are just given the solutions.

After each lesson, I ask my students to create memorable flashcards, using a technique known as “visceralisation”. I teach my students how to organise their flashcards systematically so they can review them over spaced intervals - this takes advantage of “spaced repetition”, which has been shown to double retention.

I monitor my students’ progress meticulously, and adapt our lesson progression according to their learning needs. I focus on “mastery learning”, which means we devote as much time to a topic as is required for mastery - mastery is how students achieve 100% at A Level (not just A*s). Of course, if time is short, I make sure we’re prioritising the most relevant topics for examination and carefully plan out the most productive use of our lesson time.

Native Language: English (British)
Availability: Weekends / Weekdays (all times)
References Available: Yes (✔ On File)


  • London School of Economics (2016) - First Class Honours (87% average, highest in LSE) (Bachelors) (✘ Not On File)
  • Self-studied (2013) - 4 A*s (97% average) (School) (✘ Not On File)
  • Sutton Grammar (2012) - 4 As (98% average, highest in the year) (School) (✘ Not On File)
  • Sutton Grammar (2011) - 11 A*s (GCSE) (School) (✘ Not On File)

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