Jane
“For me, English Literature was not just a lesson but character development. I appreciate you for being amazing in your teaching and supporting me and making the environment a better place.”
A Level English Literature tutee
English Language
English Literature
History
Oxbridge Applications
Politics
Academic History
MA Leadership (Merit), University College London, Institute of Education, 2018
Postgraduate Certificate in Education and QTS (Graded Outstanding), Teach First, Canterbury Christchurch University, 2016
BA (Hon) History and Politics (2:1), The Queen’s College, University of Oxford, 2014
About Me
The purpose of tutoring is to engage and inspire through a unique academic relationship—one that resonates with the individual and takes them beyond the confines of the classroom. My first priority is building rapport, creating a foundation of trust so that each student feels they are in friendly, expert hands.
I don’t follow a single approach. Instead, I respond to the student’s ways of thinking and existing understanding. I make no assumptions about who they are—only that they are capable of going much further than they believe. My teaching blends close reading and contextual analysis with critical discussion. Whether we’re studying English Literature, History, Politics, or preparing for university, the focus is on building strong arguments, expressing them clearly, and defending them with evidence.
Before becoming a tutor, I coached university-level debate, and I bring those techniques into my sessions. Students enjoy being taken seriously and encouraged to stretch their ideas to the limit. It’s a direct, traditional approach—one they don’t always experience in the classroom.
As a result, my students don’t just make academic progress. They develop resilience, curiosity, critical thinking, and the confidence to speak for themselves. Whatever their grades, this is an invaluable experience that prepares them for life.
Recent tuition
English Language GCSE
Struggling in his English Language mock exams, this student needed intensive support to attain a Grade 5 or 6 at a competitive sixth form where he already held an offer. We focused on the creative and persuasive writing elements of the exam, knowing from examiner analysis and experience that these components are the most variable in terms of marks and can make all the difference at grade boundaries. He was successful in securing his grade and progressed to sixth form as he had hoped.
Year 13 English
I began tutoring this student during the COVID-19 lockdowns. Her inability to attend school due to shielding, along with the social isolation and emotional needs involved, meant that a flexible wraparound approach was essential. This included after-school check-ins via email, online lessons, and guidance with using appropriate online and print resources. Often, we simply spoke about reading and her interest in musical theatre. She did not sit formal Year 13 examinations, but her mother later said that our interactions were the highlight of her week and that they helped her feel connected as part of her educational experience.
A Level English Literature
This student was admitted to an A Level English Literature course with a low GCSE grade and was struggling to keep up. She was identified as having gaps in her academic vocabulary, understanding of formal academic writing, and capacity to transfer her ideas into structured responses. We covered key areas of these skills and applied them to exam paper questions, practising and repeating these until she was sufficiently fluent. We also focused on her verbal responses in academic discussions and how to bring this skill onto the page. In the end, she surpassed her predicted grade in the subject by two grades.
A Level English
This student was finding that her dyslexia and ADHD diagnoses were becoming a barrier to progress in her A Level English in Year 12. She had been notified by her sixth form that she might not be able to continue on the course. In looking at her work, I was able to identify clear issues with handwriting, as well as paragraphs that would run on to unwieldy lengths. With humour, we began handwriting exercises together, carefully addressing the tension in her grip, pace of writing, and formation of particular letters. After establishing fluency in her writing, we worked on paragraphing, speaking in detail about each process she went through when approaching a task. Together, we were able to implement concrete and repeatable changes to her planning and thinking routines, which reduced cognitive load during writing so that she could focus on clarity and expression. With a lot of hard work and feedback, she was able to achieve in her mock exams and progress into Year 13.
History and Politics, University of Oxford
Unhappy with the A Level subject guidance he had received at school, this pupil’s parents reached out because he wanted to study History and Politics at the University of Oxford, despite not having studied either subject at A Level. We embarked upon an intensive programme of reading, personal statement development, MAT preparation, college selection, and interview practice. Despite lacking the usual academic qualifications, he was accepted for study at the university.
Hobbies
Of course, I remain engaged with the subjects I’ve pursued most passionately throughout my life: history and literature. Increasingly, I spend much of my time within my local Buddhist community, supporting meditation classes, participating in study, and facilitating workshops. I believe it’s incredibly important to be part of social environments that are grounded in shared values. Board games come a close second. As I’ve gradually cultivated a lifestyle with less reliance on technology over the past few years, my board game collection has expanded at an alarming rate. Fantasy and science fiction account for most of my reading. There’s something I find particularly captivating about epic narratives and stories that explore the possibilities of the universe. I’m also partial to a good true crime podcast. Finally, I share my home with a Cavalier King Charles Spaniel and a Ragdoll cat, whose nap schedules and easy going relationship to life I envy deeply.
Testimonials
“Thank you for being the most interesting and unconventional teacher (in a positive way) that I have ever had!”
A Level English Literature tutee
“You are truly amazing! Thank you so much for everything these past two years! I can’t even tell you how grateful and honoured I am to have had you as a tutor. I will definitely miss the joy and the laughter.”
A Level English Literature tutee
“For me, English Literature was not just a lesson but character development. I appreciate you for being amazing in your teaching and supporting me and making the environment a better place.”
A Level English Literature tutee
