Young man in graduation gown and tie sitting on a large purple and white Durham University deck chair at an outdoor event, with other people and tents in the background.
A young man in a suit and tie smiling, standing outside a building with a decorated floral arch and a graduation cap hanging from the flowers.
A smiling young man with curly hair, wearing a light-colored shirt with a dark jacket draped over his shoulders, points up towards the night sky while standing on a beach.
Group of hikers trekking on a mountain trail with a cloudy sky and mountainous landscape in the background.

Ben’s Story

From the moment I was old enough to ask questions, why has been the word that guides me. Why does a rugby ball curve through the air? Why does a rainbow appear after rain? Why do the stars move the way they do? Growing up, I found that understanding why something happens is one of the most powerful motivators for learning—it turns studying from a chore into a journey of discovery. Physics quickly revealed itself as the perfect language to explore these questions, offering explanations that connect everything from the motion of planets to the sound of a drum. Even now at university, the drive to uncover the why behind complex ideas continues to fuel my curiosity and love of learning. We believe why is fundamental to learning and understanding why something happens or works in the way it does enables us to dig deeper and ultimately enjoy learning.

Teaching has become the natural extension of that passion. For the past year and a half, I’ve been tutoring physics and related subjects, helping students find their own “aha” moments when a difficult concept finally clicks. I enjoy breaking ideas down into clear steps, using analogies and real-world examples to make abstract topics accessible, and tailoring explanations to each student’s way of thinking.

My experience coaching rugby has shaped my approach just as much as my academic background. Leading training sessions for players who had never worked together taught me patience, adaptability, and the importance of encouragement. I bring the same energy to tutoring, creating a supportive environment where students feel confident to ask questions, tackle challenges, and stay curious.

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My son Harry, 13 years old, has been having sessions with Ben for about 6 months. Harry has always struggled with Maths and since joining secondary school his confidence dropped in the lessons. Ben has had such a positive effect on Harry’s attitude to maths. Ben really breaks down the methods and went right back to basics to help Harry retain the information. Harry is always engaged in the sessions and I can honestly say he enjoys them and the results show with his recent end of year assessment where his score doubled from his previous test. If there is ever an issue or something I need Ben to go over he is so obliging and nothing is too much trouble. I highly recommend these style of sessions and Ben and his team are 100% committed to your child and improving their knowledge and understanding of the subject.

Sacha and Harry, year 8 maths