Eddie

Below is a snapshot of my recent tutoring experience.

Key Stage 3 EAL student with dyslexia

I tutored a student with severe dyslexia and EAL needs who had recently transitioned from homeschooling and had a reading age 5 years below his own age. I worked with him three times a week for a full academic year, using interactive activities designed around his interests to make learning engaging. He made significant progress, regained his confidence and was able to rejoin mainstream classes.

Year 7 – mentoring for school transition

I supported a Year 7 student who was struggling with the transition into secondary school and was feeling isolated and low. Together, we worked through his interests and strengths, building up his confidence to develop new friendships and navigate new social situations. I also worked closely with his parents to support his wellbeing and happiness at home. It was a joy to see how his confidence and friendships grew over time.

Year 11 – mentoring and study skills

I mentored a Year 11 student over the course of 3 years who felt overwhelmed by workload, struggled to organise his studies and found it difficult to make and maintain friendships. We developed practical systems to make academic tasks simpler and worked on strategies to build friendships and manage feelings of social anxiety, resulting in real improvements in academic organisation and day to day happiness and confidence.

High attaining GCSE Geography student

I worked with a high attaining GCSE Geography student who had a deep interest in the subject and high academic ambitions. Using real-world geographical issues, such as climate policy and the geopolitics of trade, I extended his thinking beyond the curriculum, refined his exam technique and developed his cross-curricular writing and presentation skills. He achieved a Grade 9 and progressed confidently to study A Level Geography.

GCSE Geography student

I taught a GCSE Geography student who had low confidence in his academic ability. I broke down geographical concepts into manageable parts, recapped knowledge regularly and created a goal ladder to mark and celebrate each step in his knowledge and development. These techniques built his confidence incrementally, with his parents reporting that geography became his favourite subject, and began discussing world events with them at home, highlighting significant progress in his engagement and confidence over the time we worked together.

GCSE student with SEND

I worked with a GCSE student with autism who initially struggled to express his ideas and found learning overwhelming. I broke down tasks into manageable parts, adapted my instructions for greatest clarity and modelled my thinking and argument formation out loud. Over time, his engagement and confidence grew alongside his academic progress in Geography.

Oxford applicant – A Level Geography student

I worked with an ambitious A Level Geography student preparing for both A* attainment and an application to Oxford. I focused on developing his high-level geographical thinking and argument formation, undertaking regular Oxford-style practice interviews and refining his examination technique for A* achievement. His analytical approach and sharpened exam technique helped him achieve an A* grade and secured a place at Oxford to study Geography.

A Level Geography student

I taught an A-Level student who was initially working at a D grade and had lost confidence in the subject. We worked together to break down difficult concepts into simpler steps, and I created creative resources to suit his learning style. Over the course of two years, his confidence grew, his interest in the subject rebounded and he successfully achieved an A grade allowing him to attend his chosen university.

Hobbies