Studied Masters of Architecture at The University of Cambridge, whilst being an Architectural Assistant. BArch Architecture graduate from Loughborough University with a DPS.

Find out more about Kate

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

  I’ve always been drawn to the point where ideas stop being abstract and start becoming real. Architecture taught me how to think visually and spatially, while business taught me how ideas are structured, tested, and scaled. Along the way, I found myself naturally helping others, breaking down concepts, reframing feedback, and translating complex language into something usable. I didn’t have much one-to-one academic support myself, so tutoring became a way of offering students the kind of guidance I would have valued during university.

• Tell us more about the subjects you teach and the topics you like to discuss with students.

  I teach both business, art and architecture, but my focus is less on rote content and more on how students think and communicate. In business, I enjoy working on finance, marketing, entrepreneurship, and critical analysis. In architecture, I particularly enjoy dissertations, portfolio development, university applications, design progression, and visual storytelling. I enjoy working with students who feel “stuck” and helping them turn uncertainty into clarity.

• Did you have any role models; a teacher that inspired you?

  The teachers who influenced me most weren’t the ones with the loudest presence, but the ones who asked the most precise questions. They didn’t give answers immediately; they guided me to arrive at them myself. That balance of challenge and support is something I consciously try to replicate in my own tutoring.

• What do you think are the qualities required to be a good tutor?

  A good tutor needs to listen as much as they explain. Technical knowledge matters, but so does emotional intelligence. Students learn best when they feel understood, not judged. Adaptability, clarity, and the ability to build confidence over time are, in my view, essential.

• Provide a valuable anecdote related to your subject or your days at school.

  Early in my studies, I received feedback that my work was “strong but unclear.” That was a turning point for me. I realised that understanding a subject isn’t enough; you have to be able to communicate it. Learning how to structure arguments, visuals, and presentations transformed my academic performance. That insight now sits at the core of how I support students.

• What were the difficulties or challenges you faced or are still facing in your subject?

  Both architecture and business demand high standards in very different ways. Architecture tests resilience through critique and iteration, while business requires decisiveness and prioritisation. I had to learn how to manage perfectionism and workload without losing creativity or momentum, something many students struggle with, and something I now help them navigate.

• Do you have a particular passion?

  My real passion is helping students trust their own thinking. Watching someone move from second-guessing themselves to confidently explaining their ideas is what I find most rewarding about teaching.

• What makes you a Superprof?

  What sets me apart is my ability to bridge disciplines and adapt to the individual. My background working in architecture now as an entrepreneur, equips me with the knowledge to support students firsthand. I am also a visiting guest lecturer at top universities. I combine academic rigour with real-world perspective, and I create a calm, structured environment where students feel safe to ask questions, make mistakes, and grow. I focus on building skills that last beyond exams or submissions.