Usually, the earlier the better.

At both GCSE and A-Level, students often underestimate how much of their final outcome depends on foundations built months—or even years—before the final exams. Increasingly, GCSE students complete assessed work before Year 11, while many A-Level students discover that Year 12 exams carry far more weight than they expected.

Good tuition is rarely about emergency repairs. It is about building habits, confidence, knowledge, and analytical skills steadily over time. Starting earlier gives students more opportunity to grow these foundations without unnecessary pressure.

Related article:  ‘Why Year 12 Matters More Than Most Students Realise’ (coming soon)

Every session begins with a discussion about what’s happened since we last met. From there, lessons usually fall into one of three broad categories.

Sometimes we’ve agreed a topic in advance and work through it together from first principles, using examples, discussion, model answers, and exam questions.

Sometimes an issue has emerged in school and needs immediate attention. In that case, plans can change.

At other times, particularly at A-Level, sessions become more free-flowing discussions in which ideas are tested, challenged, and refined.

No two students are identical, so flexibility is important. Whatever we cover, students receive copies of notes, resources, and feedback, all of which are stored in their Resource Vault.

Related article: Wow! I Was Not Expecting Pie Charts in English! (Link)

This is something we usually discuss during the consultation call.

Some students have the capacity for regular additional work. Others are already balancing busy school, extracurricular, and family commitments. Both situations are perfectly normal.

Independent study does not always mean completing past papers under exam conditions. Sometimes it might involve reading an article, revisiting lesson notes, annotating a poem, or preparing ideas for discussion in our next session. 

Whatever approach we take, my aim is to encourage productive habits that support long-term progress rather than simply creating more work for the sake of it.

Related article: What Happens Between Lessons Matters More Than Most People Think (coming soon)

Every student is different, so I am cautious about making promises about grades or timescales.

What I do see repeatedly, though, is that confidence, independence, and engagement with the subject often improve quite quickly. Students begin to contribute more in lessons, tackle difficult texts with greater confidence, and trust their own thinking more readily. They ask me better questions during sessions, and are sometimes more forthcoming about the subject at home.

When those things change, academic progress usually follows.

Through our shared communication channels, parents and carers are also able to keep track of the work being completed and the progress being made.

Related article: Why Good Tuition Often Looks Slow Before It Looks Fast (coming soon)

Absolutely.

One of the advantages of being an independent tutor is that I build long-term relationships with students and families. Over the years I have been fortunate to receive some wonderfully generous feedback from both parents and students.

You can browse all testimonials (click) or select either the ‘Parent Perspective’ (click) or ‘Student Experience’ (click) sub-categories.

I hold a First Class BA (Hons) in English Literature and was awarded my department’s Staff Prize on graduation.

I later completed a Postgraduate Certificate in Secondary Education, qualifying as a teacher in 2013.

Qualifications matter, but what matters more is what you do with them. More than a decade later, I am still reading, learning, and refining both my understanding of literature and the way I teach it.

Related article: ‘What Did Studying Literature at University Teach Me?’ (coming soon)

I qualified as a teacher in 2013 and taught continuously in schools across England and Wales until becoming a full-time tutor in January 2025.

During that time I worked with students across a wide range of abilities and backgrounds, in both state and independent schools, as teacher and Head of Department, teaching GCSE and A-Level English Language and Literature. 

Alongside classroom teaching, I began tutoring privately in 2016. The combination of classroom and one-to-one experience allows me to draw on the strengths of both approaches.

Related article: From Classroom Teacher to Full-Time Tutor (coming soon)

I have experience teaching all major English exam boards used in England and Wales:

• AQA
• OCR
• Pearson Edexcel
• WJEC / Eduqas

While specifications vary slightly, the underlying skills of reading, interpretation, analysis, and written communication remain remarkably consistent across exam boards.

Related article: Why Your Exam Board Matters Less Than Most People Think (coming soon)

Honestly, surprisingly little.

You’ll need:

• A reliable internet connection
• A laptop, desktop computer, or tablet with a camera and microphone
• A WhatsApp account for communication and resource sharing

That’s about it.

I’ll take care of the teaching, resources, organisation, and technical setup.

The most important things of all are an enquiring mind and the desire to do well.

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Safeguarding is my highest priority.

I have held an Enhanced DBS certificate continuously since qualifying as a teacher in 2013 and am registered with the DBS Update Service, which allows my status to be checked regularly.

I also believe that transparency builds trust. Parents and carers are welcome to attend all or part of any tuition session if they wish, and I operate a Parent CC policy for all communications unless families specifically request otherwise.

Students and families have access to a shared Resource Vault containing lesson notes, resources, and feedback, helping everyone stay informed about progress and next steps.

Finally, I take privacy seriously. Personal information and contact details are never shared without appropriate consent.

Good tuition relies on strong relationships between tutor, student, and family. Clear communication and safeguarding procedures help ensure those relationships remain professional, supportive, and secure.

Related article: Why Parents Are Welcome in My Classroom (coming soon)

Great.

The easiest way to find out whether tuition is right for your child is to book a free, no-obligation consultation.

We’ll discuss your child’s needs, answer any questions you may have, and decide together whether we’re a good fit.

Book a free, no obligation consultation. (click)