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Professional Experience


Customer Support Engineer

Metaswitch Networks (Sydney, Australia)
  • Seconded to work on-site as a Customer Support Engineer at Telstra Global’s head office, executing a network Acceptance Test Plan.
  • The role predominantly comprises of owning, transforming and maintaining a performance test plan and test rig to verify the stability and interoperability of Metaswitch products in the core of Australia’s largest telephony network.
  • Employing analytical skills has been fundamental to identifying trends and issues in the data produced from a system under high load whilst performing functional and failure-emulating test cases.
  • Equally, the ability to explain a testing approach and expectation versus the real outcome has been key to successfully working alongside the customer as well as bridging the gap between the end user and the Developers when raising and handling tickets to closure.
  • An intense and challenging working environment has allowed resiliency of character, prioritisation identification and organisational skills to truly be embedded into a diligent work ethic.

L3 Test Team Engineer

Metaswitch Networks (London)
  • Metaswitch Networks is a cutting-edge network software provider, leading the market with award-winning telecommunications system virtualization technology. The company prides itself on a +48 Net Promoter Score from carriers such as AT&T, British Telecom and Century Link for its support.
  • As a Support Engineer in the L3 Test Team, responsibilities included working in a dynamic environment to ensure that the team built and tested software maintenance releases on time and to a very high standard.
  • To aid in this function, the role also consisted of developing and maintaining Python-based processes and tools to improve the team's overall efficiency. Maintaining an automated call-case framework and developing a tool to monitor testing progress that incorporated the Google Sheets API are two such examples.
  • Real-time analytical and problem solving skills were also critical in engaging with and interpreting testing results and were fundamental in escalating and discussing issues with the Test Team, L3 Support and the Development teams. 
  • Being given the responsibility to coordinate testing and manage maintenance release projects from beginning to end, on top of typical testing commitments and developing team processes, exponentially developed managerial skills. Time and resource management, in particular, were exercised in order to consistently meet deadlines and maintain an even distribution of tasks among the team. These skills allowed the progression onto mentoring new starters. 



BSc (Hons) Mathematics

University of Bristol

Degree classification: 2:1


  • Green Capital Change Maker Award (2015)
  • President of the Scandinavian Society (2013 - 2014)
  • Bristol Plus Award (2013)
  • Chairman of Freshers’ Committee (2013)

Secondary & Further Education

Chatham and Clarendon Grammar School (Kent)


  • Mathematics (A*); Further Mathematics (A);
  • English Literature (A); Religious Studies (A); General Studies (A*);
  • AS-Level Information Communication Technology (A)


  • 12 subjects including English, Maths and Triple Science (12A*s)


  • Head Student (2011 - 2012)
  • House Captain (2010 - 2011)

Work Experience


Senior Resident & Bar Manager

University of Bristol
  • The Senior Resident role was to operate in a large dynamic team to provide the first line of pastoral care for the largest University hall of residence: attending weekly meetings, performing weekly duties addressing first-year students’ problems and managing the University’s most-successful student bar.
  • Managing the student bar included creating weekly rotas, ordering and taking stock, cashing up, responding to emergencies and liaising with the University hospitality services.
  • The constantly forward-facing role and cooperating with other members of the team capitalised on developing interpersonal skills whilst also managing human and financial resources.

Mathematics Tutor

Schools Plus (Bristol)
  • Being a Mathematics Tutor for the voluntary group, Schools Plus, meant tutoring a small group of (borderline C-Grade GCSE) students once a week to help tackle educational inequality at a local High School: creating lesson plans and leading revision sessions to consolidate students’ knowledge.
  • This experience demonstrated inter-personal skills and the ability to communicate, and present engagingly, technical concepts to those who were previously unfamiliar.
  • Tutoring Mathematics additionally invoked self, peer and time management skills.

General Counselor

Camp Lokanda (New York, USA)
  • Eight weeks of summer spent supervising, interacting and residing with a group of eight young males and fellow counselors. 
  • Managing the group alongside other counselors meant ensuring the children attended all activities punctually and followed their daily routines.
  • The role also included leading individual activities whilst safeguarding children and promoting and cultivating a healthy and enjoyable environment.
  • The ability to work in a team, manage and lead a group of individuals, stay patient and maintain a personable and reliable disposition was constantly demonstrated.