Mia -  - London
Mia -  - London

Mia profile and its contact details have been verified by our team.

Mia

  • Rate $147
  • Response 2h
  • Students

    Number of students Mia has accompanied since arriving at Superprof

    9

    Number of students Mia has accompanied since arriving at Superprof

Mia -  - London
  • 5 (34 reviews)

$147/h

University of Cambridge PhD Tutor for Competitive School Entrance Exams & Interviews (i.e. 7+, 11+, 13+, common entrance) | Free 1st Lesson

Lesson location

    • online

Super Prof

Mia is one of our best tutors. High-quality profile and excellent qualifications, organised and responsive to lesson requests, appreciated by their students!

About Mia

Hello, I am Mia, a University of Cambridge Materials Science PhD tutor specialising in Science, Geography, as well as competitive school and university admissions.
Thank you for taking the time to read my profile. Please message me if you have any questions.

Many of my students have progressed from D grades to As and A* at GCSE, A-level and IB through my structured, exam-focused lessons. I help students by building their confidence and mastering exam technique.

Why parents choose me:
1. Cambridge PhD tutor with proven academic expertise
2. > 5 years of experience supporting students aged 5–18, including teaching at Master’s level at the University of Cambridge
3. Successful support for students from Harrow, Westminster, King’s College London, and other international schools
4. Calm, structured teaching style that builds confidence and results within the first few lessons

I hold:
1. an enhanced DBS check,
2. I am a full member of The Tutors’ Association,
3. and have extensive experience with AQA, OCR, Edexcel, and WJEC examination boards.

I help students prepare for 7+, 11+, 13+ and common entrance exams, GCSEs, A-levels, and the IB.
I also provide specialist UCAS support, including subject selection, personal statements, and academic preparation. I have helped students secure offers in Chemistry, Dentistry, and Geography from leading UK universities.


Students I support typically see:
> Improved exam confidence within the first few lessons
> Stronger exam technique and more structured answers
> Clear grade progression through consistent, targeted practice

Next steps:
> I offer a free introductory lesson to discuss goals, identify priorities, and create a clear plan for progress.
> Message me today to arrange your free session and secure availability.

See more

About the lesson

  • All Levels
  • English

All languages in which the lesson is available :

English

Lessons are structured, calm, and engaging, with a strong focus on exam strategy and results, while ensuring students remain motivated and confident throughout.

Every student learns differently, so each lesson, explanation, and resource is fully tailored to the individual. Sessions focus on:
1. Clear understanding of concepts
2. Exam technique and mark-scheme thinking, so students know how to access marks
3. Confidence and independent problem-solving, allowing students to apply knowledge accurately on their own

What you can expect from every lesson:
> Personalised PowerPoint slides
> Tailored Homework
> Clear explanations and structured exam technique
> Mind maps, online revision cards, quizzes and more
> Feedback after every lesson to track progress and next steps

My Availability:
> Flexible scheduling available on weekdays and weekends, including early mornings and evenings.
> Book a free introductory consultation to discuss your application goals and next steps.

See more

Rates

Rate

  • $147

Pack rates

  • 5 h: $733
  • 10 h: $1467

online

  • $147/h

Find out more about Mia

Find out more about Mia

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

    My interest in Chemistry developed at quite an early age, originally sparked by a fascination with perfumes and how different compounds combine to create distinctive scents. However, my passion for the subject truly solidified during my GCSEs and A-Levels, when I realised how powerful it felt to genuinely understand concepts rather than rely on memorisation alone. I enjoyed breaking complex ideas down into logical steps and clear patterns, and I naturally began helping friends revise and prepare for exams throughout this time.

    On results day, my mum had several of my friends come up to her to explain how motivational I had been during their studies and how much my support had helped them improve their grades. This was a pivotal moment for me, as it made me seriously consider teaching, specifically one-to-one or small group tutoring, where I could make a real impact.

    My passion for small-group and personalised teaching was further reinforced during my time at the University of Cambridge, where the smaller teaching environments allow for constant feedback, effective communication, and rapid academic improvement. I began private tutoring in 2019, and during the COVID lockdowns I quickly adapted to virtual learning using platforms such as Teams and Zoom, ensuring sessions remained interactive, structured, and engaging.

    These experiences made it clear to me that one-to-one teaching enables progress in ways that are simply not possible in busy classrooms. Seeing students’ confidence and grades improve through tailored support confirmed that tutoring was not just something I was good at, but something I genuinely enjoyed.
  • 2) 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 thoroughly enjoy teaching the sciences and Geography for ages 5 – 18 plus. As these STEM-based subjects often interlink, I enjoy helping students see the connections between them, for example, linking the carbon and nitrogen cycles across Biology and Geography.

    I am also passionate about helping students identify the subjects and topics they genuinely enjoy and may wish to pursue at university and beyond. Supporting students as they confirm their academic interests and future degree choices is incredibly rewarding, as these decisions represent major milestones in their educational journey.

    For me, teaching science is about exploring the “why” behind concepts, connecting topics together, and showing students how exam questions assess thinking and application rather than isolated facts. I particularly enjoy teaching topics that students often find intimidating, as these tend to produce the biggest confidence breakthroughs. Watching a student go from “I hate this topic”, or “this topic is too difficult” to “wait… that makes sense now” is one of the most rewarding aspects of tutoring.
  • 3) Did you have any role models; a teacher that inspired you?

    I was fortunate to have several outstanding teachers and mentors during my time at the University of Cambridge who combined high academic expectations with genuine encouragement. They never made me feel uncomfortable asking questions and prioritised true understanding over simply completing the syllabus.

    They demonstrated that effective one-to-one teaching is not about talking at students, but about listening, adapting explanations, and building confidence in students’ own ability to think independently. This approach strongly influenced my own teaching style and was something I developed while teaching students at the University of Cambridge myself.
  • 4) What do you think are the qualities required to be a good tutor?

    An excellent tutor needs patience, adaptability, and strong communication skills. Every student learns differently, so being able to tailor explanations and teaching style is essential. I personalise my explanations, for example, if a student enjoys football, I may use it to explain concepts such as forces, making the material more tangible, engaging, and memorable.

    Equally important is building trust. Students perform best when they feel supported rather than judged. A great tutor motivates students, sets clear expectations, and helps them believe that improvement is achievable with the right approach and consistency.

    Learning from exceptional educators at the University of Cambridge has shaped me into the tutor I am today. Teaching at master’s level myself allowed me to experience first-hand what works and what does not.
  • 5) Provide a valuable anecdote related to your subject or your days at school.

    During my first Year 12 biology mocks, I remember working extremely hard, revising consistently and putting in long hours, yet not achieving the grades I had hoped for. The turning point came when a teacher explained how examiners actually allocate marks and how questions are designed to be interpreted.

    I then worked tirelessly to refine my exam technique, particularly as I was aiming to apply to top universities. My grades improved rapidly, not because I suddenly became “smarter”, but because I learned how to apply my knowledge effectively, understand what questions were really asking, and anticipate what mark schemes were looking for.

    This experience strongly shapes how I tutor today. I ensure students not only know the content but also know exactly how to use their knowledge of exam technique to maximise their marks.
  • 6) What were the difficulties or challenges you faced or still face in your subject?

    Like many students, I initially struggled with information overload, feeling there was too much content to remember and too little time. Learning how to prioritise key concepts, recognise patterns, and focus on exam-relevant skills was a major turning point for me.

    As a result, exam technique is now a central focus of my lessons. Students often tell me that during exams they think, “How would Mia analyse this question?” or “What would Mia highlight first?” This is an approach that has helped several students jump from D grades to A grades.

    These challenges are exactly why I am passionate about teaching efficient revision techniques and exam strategy, helping students avoid the same frustrations I once faced.
  • 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

    My biggest passion is helping students build confidence in their own ability. While academic improvement is important, confidence is what allows students to sustain progress long-term and ultimately achieve top grades.

    I particularly enjoy helping students explore subjects they are genuinely passionate about. I love discussing GCSE, A-Level, and university course options with students and guiding them through the decision-making process. When tutoring A-Level students, I also support them with applications by helping them secure relevant work experience and connecting them with my Oxford and Cambridge network of students and alumni who have pursued similar career paths. This allows students to ask informed questions and gain clarity on whether a specific course is right for them.
  • 8) What makes you a Superprof (besides answering these interview questions :-P)?

    I genuinely care about my students’ progress and well-being. Every lesson is carefully tailored, progress is tracked closely, and teaching strategies are adapted to ensure each student gets the most out of our time together.

    Students consistently tell me they feel more confident, motivated, and organised after lessons, not only better prepared for exams, but better equipped to approach learning and revision independently. Seeing students succeed, enjoy their subjects more, and achieve their academic goals is what makes tutoring so rewarding for me.
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