• 11+ English
• 13+ English
• GCSE English
• A Level English Literature
• Oxbridge Preparation

I have taught for twelve years in leading academic schools, hold Qualified Teacher Status and have examined for AQA GCSE English Literature, AQA English Language, and OCR GCSE English Language, for whom I was rated Outstanding for quality of assessment. I have also marked, moderated, and even written 11+ and 13+ entrance papers, so I know precisely how scripts are marked and where marks are won or lost.

Twelve years as a form tutor and PSHCE teacher give me a strong pastoral grounding alongside academic rigour, and I have extensive experience with SEND (dyslexia, ADHD, autism), EAL, and home-educated students, working closely with learning support and pastoral teams to secure strong outcomes.

I bring twelve years of classroom experience at leading UK independent schools — The Perse School, Cambridge, and Habs Boys, North London — into full-time, one-to-one English tuition.

I tutor full time, giving students consistent, undivided attention across 11+, 13+, Key Stage 3, GCSE/IGCSE, and A-Level.

I hold a first-class BA and a Distinction MA in English and Philosophy (York and Warwick), a PGCE from UCL. I am a full member of The Tutors' Association and I am committed to the professionalism, reliability, and safeguarding standards a leading agency and its families expect.

Experience

2026–Present: English Tutor

2022–2026: Teacher of English, The Perse School, Cambridge

2015–2022: Teacher of English, Habs Boys, North London

2014–2015: PGCE, University College London

2013–2014: MA English and Philosophy, University of Warwick (Distinction)

2010–2013: BA English and Philosophy, University of York (First Class Honours)

3 A* A-Levels, 10 A* GCSEs

As an examiner, I know exactly how mark schemes reward thinking, and I share that so students write with purpose. But marks are only the by-product of curiosity. I use creative writing to teach analysis: students who craft their own work read other writers more sharply. Lessons are energetic, good-humoured and full of questions, because ideas stick when they're enjoyable. Above all, I try to listen. Empathy tells me when a student needs challenge, reassurance or simply a different way in.

My ambition for the years ahead is to address the gaps I repeatedly encountered in classroom teaching: limited capacity for one-to-one support, insufficient time to address individual weaknesses, and infrequent contact with parents. Partnering with a leading agency is central to this ambition, allowing me to focus entirely on teaching and outcomes while the agency's standards ensure a consistently excellent experience for every family. I also intend to continue my work as an examiner, with an aspiration to progress into senior examining roles, and may pursue further study through an MEd.