Teddington Entrance Exams Tutors and Teddington Entrance Exams Tuition

Personal Description:
Recently retired. Able to work away from home and willing to travel but charge £1 per mile to cover car expenses and time travelling. You can come to me. Married with son and grandchildren.

Teaching Experience:
35 years' teaching in junior and secondary schools. Head of English, Schools' Inspector and consultant. Dip. Sp.L.D. qualification. Recently, eight years' tutoring.

Tutoring Approach:
One-to-one, perhaps in your house. friendly, individual, personalised service, according to need and based on assessment and pupil or parent wishes. Normally one hour per week. Preferably for a year, at least, to achieve best results.

Subjects

Personal Description:
I am a qualified teacher having been awarded a PGCE from the University of Cambridge. I also have a First Class Bachelors degree. I previously taught at Queen's College Preparatory School, London and now teach online for Eton College. I am a member of the professional body for tutors.

I have four young children of my own and enjoy working with children and helping them to become interested in and succeed in school work. All of my children attend UK independent schools and I have extensive experience in this sector.

I have helped students prepare for and succeed in gaining entry to top UK selective schools at 4+, 7+, 11+ and 13+. I have also successfully helped students obtain full academic scholarships to several independent schools as well as helping those secure a place who find exams difficult. All lessons are online via Zoom.

Teaching Experience:
Qualified from the University of Cambridge with a PGCE. I taught for two years at Queen's College Preparatory School, London before starting private tuition. I have been tutoring for 15 years in English, Maths, Science, Reasoning and Interview Skills. Further private tutoring for 4+, 7+, 11+ and 13+ School Entrance Exams, Scholarship Exams, Common Entrance Exams and the ISEB pre-test. I also provide guidance on school selection and have written a guide to the top independent schools in the UK and their admissions processes. It is never too early to start preparation for competitive school entrance exams and many students prepare for several years.

Tutoring Approach:
Tailor made approach for each individual suited to help students get the best grade possible in exams. Homework is given after each lesson and feedback is provided to parents. My students have several online learning tools that they can use. One is very similar to the ISEB pre-test and another is an online reading platform where thousands of books can be read along with comprehension, spelling and vocabulary questions.

I teach online using Zoom and have helped UK and international students prepare for entrance exams to selective schools such as Eton, Harrow, Radley, Wycombe Abbey, Westminster, King's College School, Magdalen, Guildford High School, St Paul's, Downe House, Winchester, Brighton College, Sevenoaks, Tonbridge, City of London, Hampton, Concord College, North London Collegiate, The Perse, St Edward's, Charterhouse, Marlborough and Cheltenham Ladies' College. I regularly use WeChat and WhatsApp to communicate with parents that are overseas so I can be easily contacted. I have extensive experience teaching children from all over the world who do not have English as a first language. I have taught children in China, Hong Kong, Japan, Singapore, The USA, The UK, Malaysia, India, Indonesia, Dubai, The Seychelles and The Maldives.

Subjects

Personal Description:
I am a qualified teacher and former Headteacher of a successful school with significant teaching expertise at KS1 and KS2. I am also a qualified SENCO and have vast experience in SEN. I set high standards for all my pupils and help them to achieve academic success. I am able to offer tuition in English, Maths and Science at both key stages and tuition for 11+ and common entrance examinations. I travel to you by negotiation. I can provide excellent references on request from past and present clients who have achieved and continue to achieve success in their studies at all levels. I enjoy seeing my pupils make rapid progress and achieving a high level of academic success.

Teaching Experience:
I specialise in English, Maths, SEN, Entrance Examinations at 7+ and 11+ and tuition for pupils who need to catch up, lack confidence and skills and need support to improve. I have vast experience teaching within excellent local schools and I am currently a Headteacher in a large local primary school. I teach children on a 1-2-1 basis to ensure that they receive the additional input that they need in order to achieve. I specialise in assisting children who lack confidence in specific areas and I am able to assist these children in improving their skill levels within their own school. I can provide excellent references on request from many happy pupils and parents.

Tutoring Approach:
I am a patient and understanding tutor with the ability to communicate effectively with both adults and children. My aim is to ensure that pupils develop additional skills and increased confidence in their studies. I make my lessons fun and enjoyable for pupils so that they are able to enjoy learning and are keen to attend my tutoring sessions. I keep parents updated on their children's progress on a regular basis and encourage children to share worries about specific subject areas so that we can explore them together.

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Personal Description:
Experienced and well qualified tutor in secondary, adult and university Maths and Physics.
With a positive attitude and engaging personality I get on well with my students.
I have also tutored students with dyslexia and autism related conditions and aware of modern educational SEN practices in this regards.

Teaching Experience:
Tutor with over 15 years adult college training and tutor experience.
Can tutor from Nationals 4/5 through to Advanced Higher, as well as GCSE/iGCSE, A-Level, IB.
Also tutor mature students and graduate level University and Colleges NC courses.
Cambridge Entrance exams STEP (paper-1 and paper-2 only).
Registered STEM Ambassador (East of Scotland).

Tutoring Approach:
I believe in putting the students interest first and ensuring that they work at
a pace with which they are comfortable.

Regular reports on progress are available to guardians.

Available daytime, evenings and weekend (both in-person or Online)
I offer tutor online lessons via Teams/ whiteboard app- very easy at no extra cost to students.

Subjects

Personal Description:
I am a bubbly, outgoing person who loves teaching.
I was made redundant from my role on the Crime and Disorder Partnership where I was challenged to proactively tackle crime in the area.
I then decided to persue my career as a private tutor and teacher, having done it as a hobby for 3 years and found I have a passion for this field, this is now my sixth year of tutoring and have had lots of successes and am proud of all my tutees; past and present.
I can sometimes travel to you if required but prefer if I can tutor from my home.
I am available evenings and daytime and will allow single lessons or block bookings.

Teaching Experience:
I currently teach maths in a secondary school and previously taught functional skills IT to level 1 and 2
I have 2 years experience in the Public Sector working with young people and adults tackling crime and disorder through engagement and educational projects.
I have previously tutored many children to GCSE Maths and can provide references if required

Tutoring Approach:
I treat each child as an individual and relish the challenge of helping each boy or girl achieve their targets. I have an excellent rapport with children and all those I teach feel that I am very approachable, easy to talk to, kind and caring. I try to make learning fun.
I can provide one off sessions to tackle problem areas or intense revision help.

Subjects

Personal Description:
I teach students from the ages of 6 to 16 and pride myself on getting to know each student well and taking the time and effort to tailor each session to their learning needs.

I feel its important to motivate students and help increase their confidence. I specialise in preparing for the 11+ Medway and Kent test and am able to provide tutoring for Maths, Verbal and Non Verbal Reasoning for the 11+ . I have a a high success rate and am happy to provide references on request. My approach is relaxed (but with a focus on exam technique) and I believe that learning should be an enjoyable experience.

Teaching Experience:
Teaching children from ages 6 to GCSE level Maths Age 16. I also specialise in preparing children for the 11+ test in kent and medway, teaching subject verbal reasoning and non verbal reasoning.

Tutoring Approach:
I enjoy the challenge of improving children's learning in any way I can. I use an informal teaching method which encourages the child to gain confidence and better self esteem i aim to help children to build confidence and the ability to solve problems. Use of text books, computers and previous exam papers. Friendly, knowledgeable tutoring with a patient tutor

Subjects

Personal Description:
Hi,
My name is Andrew, I am in my late 50's and I taught in private schools for 15 years. I then left education for change of lifestyle and other personal reasons. I have been married for over 28 years and have 2 daughters 26 and 24. I am a committed believer and as such the integrity of the teacher student relationship is very important to me; I would always go the extra mile to see that the student achieves their aims.

I have a current DBS. Loads of references available from Senior teachers and Deputy Headmasters past and present. (Present Headmasters are not the Heads for which I worked).

Teaching Experience:
Repton Prep School 1992 - 2006, Maths, ICT to year 8. Head of ICT.

Manor House School 2006-2007, Maths and ICT to GCSE. Head of ICT.

Private tutor, 6 years, A level (not statistics - sorry), GCSE and Entrance Exams.

I have also coached football, hockey and cricket so I have a solid foundation in motivating students.

Tutoring Approach:
Motivational and encouraging. All things are possible with a good attitude. A can do approach. I do NOT subscribe to the "we don't do it like that mentality" , if there is a better way of doing something then I'm positive about alternative methods.
For example, when my daughters were learning their tables I wrote my own simple spreadsheet to enable tables practice on a table by table random basis. This is a completely unashamedly a drill system that produces results. Easily possible to learn all tables to 12 within a couple of months if sufficient time is invested, it is also an enjoyable process that 99% of the children that I taught enjoyed, I used the spreadsheet extensively in the schools at which I taught. Infinitely extendable for the brightest to 13, 14, 15 20x tables; likewise can be simplified to 2x and 3x for those that need more time. Also programmable to practise number bonds with any number of digits.

I have also developed the spreadsheet to enable learning of vocabulaire francais.

Subjects

Personal Description:
I have master in Pharmacy from Kent University Greenwich and currently studying Medicine.
I provide excellent online tuition. I use a special program to present you with a whiteboard so I am able to incorporate diagrams and animation in my tuition. You can have a free trial to find out about the quality of my tuition.

Teaching Experience:
I have been teaching for the past 10 years teaching nurses, medical students, pharmacy students at all levels.

Tutoring Approach:
Online tuition
I use diagrams and animation in most of my lessons.

Subjects

Personal Description:
I have worked for over 20 years as a full time teacher and subsequently as a private tutor. I enjoy establishing a rapport with my students and guiding them through their journey to achieving academic success. In my free time I enjoy reading, walking and making jewellery.

Teaching Experience:
I have over 20 years teaching experience in both the public and private sector, as well as an online tutor. During my career I have been a member of the senior management team, maths coordinator and SEN coordinator for a number of years, which means that I have kept up to date with the developments in all areas of the curriculum.
I have in-depth understanding of progression in both maths and English, which enables me to successfully plan the next steps in their learning for each of my tutees.

Tutoring Approach:
Each child is different so my approach to tutoring depends on the child's needs and individual learning style. I assess each child and devise a learning plan to map out the steps to achieving their goal. At the end of every lesson I have a brief discussion with the parents about the material covered and the progress made in the lesson and suggest follow up activities they could use at home to reinforce the child's understanding. I use a range of age appropriate resources to support the students' learning and whenever possible computer based activities.

Subjects

Personal Description:
My approach is to be friendly, supportive and professional when interacting with students. I encourage them to be proactive and resourceful in their approach to Maths, guiding them through the processes of learning to deepen their understanding and develop their thinking and problem-solving. Sessions are therefore individually tailored and flexible to meet the needs of the student, so are student-focused rather than traditionally teacher-led. I spend time getting to know my students and, whenever possible, encourage the practice of Maths skills within topic areas of personal interest to them or real life situations. I am a good listener and can empathise with my students, helping them to see areas for improvement in their work and offering practical advice and tips on how to develop it further. Ultimately, I aim to help my students fulfill their academic potential whilst also developing the range of skills needed to achieve their aspirations in life.

Teaching Experience:
Working in my professional career as a Maths Specialist in mainstream Primary Education, I am always keen to find a strategy that fits alongside what your child's school is providing to skeleton. This I do by studying materials your child brings home, observing strategies which your child uses and occasionally by speaking to schools to produce a bespoke medium of teaching that proves most effective for your child to enhance their mathematical ability and drive. I always believe lessons should be both educational and enjoyable to maintain engagement. There is a pleasure in self-improvement which I will want to build into your child so that they grow in self-confidence through learning.

Tutoring Approach:
Mathematics is a huge passion of my own and I have an ever-growing belief that regardless of what level children are at, with the correct guidance and the right attitude, success is always around the corner.

I have undergone extensive professional development training continuously for a number of years and counting, which ensures my skill-set is up-to-date with the Mathematics curriculum and is diverse and extremely effective.

I have privately tutored for 9 years as well as being employed professionally at a mainstream Primary School as a highly experienced Maths Specialist where my role is centered around working closely with individuals and groups of children from Year 1 to Year 6 of a variety of abilities, working in a variation of topics towards attainment. (Basic numeracy, problem solving, fractions/decimals, statistics/probability, algebra, geometry, entry-level maths).

I cannot help a student unless I know where they are in their understanding. I try to get my students to participate and be active as much as possible during lessons, often getting them to reason through problems and ideas themselves, while helping them along the way. This helps me understand their thought process, and lets me see any gaps they have in their knowledge. Since I pay attention to the student`s thinking, I can approach the lesson with the student him- or herself in mind, personalising it and consequently being more helpful.

My personal view is that being a teacher is crucial to being an effective tutor as I have first hand knowledge and experience of the curriculum and plentiful ways of teaching it effectively. I believe all children not only should access the curriculum but flourish beyond that with the right guidance to be progressive learners.

I have vast and varied experience and success of tutoring children for confidence, classroom support and entrance exams. I supply all of my own resources with a vast array of apparatus and prepare each tuition session beforehand, with homework.

If you feel I could help your child in enhancing their development in Mathematical ability or if you feel your child's potential is not being challenged enough at school then I would love to hear from you.

Subjects

Personal Description:
I am a well-qualified and experienced private tutor working online, providing preparation and support for GCSE and IGCSE in English Language, English Literature and French (AQA / Edexcel / Cambridge etc) and for 11+ entrance exams in English and Verbal Reasoning (including CEM/GL style 11+).

I also teach English as a foreign language at all levels, including preparation for PET, FCE, CAE & CPE exams and IELTS and 'Life in the UK' for UK Citizenship, covering all aspects of English from Speaking, Listening, Reading and Writing to Grammar and Pronunciation.

Teaching Experience:
On leaving Oxford University, I started out as a lecturer in French and English at Fareham College, Hampshire, where I taught Higher Education courses to both young and mature adults and was commended by the Principals for my students' achievements.
I used this initial experience to launch a successful career of private tutoring in England and France, with many students coming to me through personal recommendation.

Now, with over 20 years of teaching experience, I privately tutor a range of school-aged pupils from 6 to 16, both native English speakers and those for whom English is a second language. At 11+, 13+, GCSE and IGCSE, most of my pupils have successfully obtained places at top private secondary schools and 6th form colleges.

I also have a portfolio of private Chinese, Ukrainian, Russian, French and English adult students learning English as a foreign language, many of whom return year after year to pursue their learning to ever-higher levels and for the considerable pleasure that brings.

Tutoring Approach:
In my opinion the huge advantage of private one-to-one tuition, for both student and tutor, is that each lesson can be tailor-made to suit the student's particular needs perfectly, targeting and strengthening weaker areas while continuing to develop all-round confidence and ability. Lesson content can adapt flexibly from session to session and skills needing more attention can be frequently revisited.

My approach is caring and friendly, and I possess both endless patience and a sense of humour! I am enthusiastic about the subjects I teach and time and again I have seen that enthusiasm transfer itself to students as lessons progress. Encouragement is a great aid to achievement and it is very rewarding to see how this, in turn, leads to excellent results.

Subjects

Personal Description:
PLEASE SEE 'TUTORING EXPERIENCE' BELOW FOR THE MOST IMPORTANT PARTS OF THIS PAGE, THE RESULTS AND FEEDBACK

I am an Oxford graduate (English language and literature, first class), as well as a qualified English teacher, and have been tutoring since 2013. My specialism is A-level English literature.

Please get in touch for online English tuition, particularly if you are or your child is

• Preparing to take A-levels in 2026/27
• Doing coursework
• Working on the basis of continuous assessment, mocks, etc.
• Or planning to do / doing an English degree

I graduated from the University of Oxford with a double first in English language and literature, winning the prize for the best performance in English finals at Mansfield College, and the college essay prize. At school, I was awarded eleven GCSEs at A-star and three A-levels at A.

As well as tutoring, I have worked as a researcher, a copywriter, and a proofreader. I have also completed a PGCE in secondary English at the UCL Institute of Education, the highest-ranking college of education in the world ('QS World University Rankings'), during which I taught all age groups at two west London secondary schools, and received A's for my master's-level assignments. I am currently pursuing a PhD in English literature at the University of Buckingham.

As well as English tuition at any level, I can help you or your child with the following:

• Oxbridge entrance (the admissions process, practice interviews, the ELAT, etc.)
• Essay surgery - how to structure and write an essay
• How to revise - note-taking, organisation, making connections, committing to memory
• Grammar, punctuation, and style (a.k.a. 'usage and abusage')
• Speech-writing and public speaking
• Proofreading and redrafting essays
• Suggested reading and resources, including access to my library of 'TES' resources
• Creative writing
• How to annotate, analyse (and enjoy) English literature - sometimes known as 'close reading' or 'practical criticism'
• If you'd specifically like written feedback on your writing - more like a correspondence course - then I can also provide that.

In my spare time I enjoy cycling, writing, and photography.

Teaching Experience:
I have been tutoring since 2013, teaching English at all levels (including degree level), as well as A-level religious studies and classical civilisation. I have taught AQA, Edexcel, OCR, WJEC/Eduqas, and CAIE (Cambridge International), and am constantly familiarising myself with the new texts that my students are studying. I have experience helping students who have autism and ADHD. And I am interested in the role of generative AI and large language models in education, not to write students' essays for them, but as research assistants for students and teachers alike. It is of course important that students do not get the likes of ChatGPT to write their essays for them, among other reasons because they will not be able to do so in the exams. Tutoring is well placed to discourage this, since it has always been my practice to ask my students many questions about every essay they write.

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A student, June 2025: 'thank you very much for all the sessions! It has not only boosted my confidence in English literature but they really reminded me of how much I love the subject. It's always a pleasure to discuss nuance readings of the texts, and it has been a great help leading up to my exams.'

Charlotte, a parent, June 2025: 'Thank you so much for all your help and support for [L.]. We are so grateful for everything you have done with him and wish you all the best.'

Ann, a parent, June 2025: '[Z.] has thoroughly enjoyed her lessons with you and has gained so much from your guidance. We're very grateful for all the support you've given her.'

A parent, May 2025: 'Thank you so much again for everything you've done to help [G.] prepare for these exams - he has really enjoyed his sessions with you and he and we really appreciate your support'.

A parent, May 2025: '[N.] just received the below. It's an A* if the grade boundaries is same as last year. She couldn't have done it without your help. We really appreciate it.'

A parent, February 2025: '[S.] is really enjoying studying with you and has gained a lot of confidence in English. I truly appreciate the effort and dedication you put into teaching.'

A student, January 2025: 'thank you ever so much for your kindness and creative encouragement the past months. What is very special about you as a tutor is that you have never told me "what to write". Instead, you have asked me questions about my work that have led me to discover what I truly wish to write'.

Kate, a parent, December 2024: 'We're so pleased [G.] is enjoying his sessions and seems to be really motivated to read widely in between sessions, is making useful structured notes (which he didn't do before) and his confidence and awareness of what he needs to do when essay writing is really building. Thank you!!!'

Eleni, a parent, December 2024: 'I just wanted to let you know that [D.] received an offer […] today! She is super happy! […] I wanted to thank you again as [D.] found your sessions incredibly helpful and inceased her confidence during the exams process.'

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A-level results, August 2024:

'I wanted to write to say a huge thank you to you for all the help, support and inspiration you have given [E.] over the past year. You have not only given her the technical advice and support to help her make the most of her essays and exams, but more importantly you have helped her keep the love of the subject alive. I know a big part of the reason she is so excited to study English at university is because of how much she has enjoyed your conversations, and how you have helped her to consider texts in a way that the rather narrower scope of teaching at school does not allow. I am so very grateful to you and I really appreciate all the time and effort you put into her sessions - thank you so very much. […] You've been so great, and any other student/parent would be lucky to have access to your teaching.'

'I have just opened my results and am happy to confirm that I am off to Bristol this September with an A* in English! I just want to thank you again for making this possible.'

'I got an A in English, and will be going to Exeter, so mission accomplished. I wanted to thank you for all your help, not only for helping me to get what I needed, but for giving me back my confidence and enjoyment of the subject in the process.'

'Just to let you know [I.] got her results this morning and achieved an 'A' in English. We are over the moon […] Thank you again for all your help with the English, it's much appreciated.'

'thanks for your help this past academic year! Got two A*s in English and Philosophy'.

'I got a B and I was accepted into my firm university (Durham) which I am very happy! Thank you for all your help and support.'

'I was really happy to receive […] A in English Literature […] I secured a placed at my firm university. I will be studying English Literature at Durham University this September and I am very excited! Thank you so much for all of your support, I really appreciate it!'

'i got into Warwick with […] an A* in English!!!!! I am very happy :) Thank you for all your hard work, wisdom and wit over the last year or two'.

'Thank you so much for all your coaching and advice that you shared with [L.], it made such a difference to his confidence leading up to his exams. He is (as are we) delighted with his English result.'

'an A awarded in English […] so she is off to her first choice of Edinburgh University to study History of Art and English Literature.'

'Results day went well and I'm going to the university of Kent. Thank you so much again for all the time spent helping me to prepare for my exams it means a lot I'm very excited to continue my English literature journey.'

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A student, June 2024: 'Thank you so much for being the most amazing English teacher! It has been an immensely rewarding and interesting journey exploring so many books […] I have learnt so much from GCSEs to continuing with more amazing literatures in A-levels'

A student, June 2024: 'I […] wanted to say thank you for the tremendous help you have provided with the English content throughout the A level period. The resources that you provided for me were quite helpful in refining my knowledge in many areas of the syllabus so thank you very much.'

A student, May 2024: 'I've just received the results for my english coursework and wanted to thank you for all the help and feedback!!'

A parent, February 2024: 'your help has kept her love of the subject and her enthusiasm alive and I can't thank you enough for that.'

A parent, February 2024: 'You were such a huge help to [S.], we will always be very grateful to you.'

Kath, a parent, February 2024: 'We would both like to thank you for all your invaluable help, especially all the helpful feedback on the coursework essay. [S.] has definitely learnt a lot and grown in confidence, especially in her knowledge of Twelfth Night.'

A student, January 2024: 'I just wanted to let you know that I got an offer from Oxford! Thank you so much for checking over my personal statement and all the help that you have given me since GCSEs. I really enjoy our sessions every week, the discussions keep me constantly creative and thinking.'

A parent, January 2024: 'Thank you as always for all your continued help and support for [E.]. I know she gets a tremendous amount from your sessions and I'm very grateful.'

A student, January 2024: 'Just emailing to let you know I did get an offer from […] Cambridge yesterday so thank you so much for all your help! It is really appreciated and I'm really looking forward to starting my degree in October!'

A student, December 2023: 'So thank you so much again for all your help; your insights have been very useful and I have really enjoyed talking about literature with you.'

Tara, a parent, November 2023: 'you are really helping [R.], he is becoming much more confident. Thank you so much'.

Paula, a parent, November 2023: '[M.] is always delighted with your teaching. You are asking questions no one else does. My husband and I see her grow academically after every session with you.'

Liz, a parent, October 2023: 'Thank you so much for all the work you have done with, and the kindness you have shown, [E.] to date. She really enjoys her sessions with you, and you've helped keep her enthusiasm for English very much alive. I'm so grateful.'

Kim, a parent, August 2023: 'I cannot tell you how happy we all were and your help was clearly instrumental in that. Not sure if he told you but he got 12 points above an A* and it was his best A level result!'

A student, August 2023: 'I really enjoyed our lessons and think it has really helped prepare me for the Oxford style tutorials.'

A student, August 2023: 'wanted to let you know I ended up getting an A* in English, thanks so much for all the help!'

Mark, a parent, June 2023: 'Many thanks josh for your help this year. [E.] has said to me it has really helped, you started assisting her at a time when she felt behind her class mates for the whole of the first year, having switched to English half way through term one.'

Melanie, a parent, June 2023: 'Thank you so much for all your time and effort with [T.]'s English literature. She really enjoyed your sessions together and it really boosted her confidence and inspired her to think more deeply and critically about the texts. It also confirmed that she is happy and excited to study a literature based course at degree level.'

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A-level results, August/September 2022:

'[L.] came home from university yesterday to attend her school prize giving ceremony, and this morning as she was leaving she asked me to let you know that she won a special prize in English […] Until last night, she wasn't aware of any of her awards, apart from her scholarship, so it was all a lovely surprise. Furthermore, the essays she wrote in her A level English exams have somehow found their way into her teachers' hands; they told her, with beams of pride , that the three marks dropped overall were actually in her *non exam* assessment, so 30/30 in all questions across all papers under exam conditions, something she had never achieved before. She had admitted to me in the aftermath of the exams that when she was writing her English papers she had really enjoyed the process, her thoughts flowing pretty effortlessly on to the paper. But she had also worried this stream of ideas might not be fit with the mark schemes. […] she […] wanted you to know about her prize, as she thought you'd be pleased, and she also wanted to say thanks one last time for your inspirational teaching that led to it.'

'I got AAA* for my results much higher than my predicted! particularly for english'.

'[G.] got an A star in English. And is off to Oxford. […] Thanks so much for everything - you were honestly amazing and really helped her get there'.

'[L.] got 3 a stars and an A star as well in her EPQ. Her highest marks were in English Literature ( 197/200)'.

'I achieved 4A*s in my Alevels - one being in English Literature. My teachers also let me know that I got full marks in both the exam papers'.

'[T.] smashed English Literature, A* […] she is absolutely over the moon . Thank you so much for all the work you put in with her !'

'I got a D[distinction]2!!! […] I got full marks on my PI!'

'I got an A* in English!!! Thank you so much for all of your help I wouldn't have been able to do it without you!'

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A student, January 2023: 'Just wanted to let you know I got an offer from Cambridge, thank you so so much for all your help.' And Kathryn: 'You were such a great help to [E.] in her preparation for the Cambridge application and interview and we were all delighted when she was offered a place this week. Thank you for all the support you gave her.'

Shaun, a parent, January 2023: '[E.] has found the sessions really very helpful (and has enjoyed them!)'

Guifang, a parent, December 2022: 'From what I hear from [S.], she really enjoys her discussions with you, it's really one of the highlights of her week.'

A student, November 2022: 'I'm extremely happy to tell you that I received an 8.3 for the literary review […] Thank you for explaining to me what a literary review is […] I remember whilst working on it I was so worried about my grade, but it appears I've survived.'

Deborah, a parent, September 2022: 'a huge thanks again to you for all your work with [S.]. I know he has been in touch to let you know that he got 9s in both English Language and Literature. He was over the moon - well beyond his best hopes, so thank you again for being instrumental in helping him attain those grades.'

Karen, a parent, August 2022: 'Both my girls really like your way of teaching and talking to them, they feel really listened to and respected for their opinions (as well as respecting yours obviously), so thank you :)'

Helen, a parent, July 2022: 'Thanks so much for all the help you gave [J.], he really benefitted from the sessions he had with you.'

Tara, a parent, June 2022: 'Thank you so much for all your help and patience - I think you have been brilliant for her confidence. She found English exams really very difficult before she started talking to you and it's amazing to see how much calmer (relatively speaking!) she has been going in to her A level English papers. Whatever the result, her sessions with you have definitely helped her to enjoy English again and I'm really grateful.'

A student, June 2022: 'This is incredibly insightful and thought provoking feedback. Thank you so much.'

Mei, a parent, June 2022: 'She found your lessons very helpful and always remarked to me how much you went the extra mile for her ; looking up and sending on links to whatever you'd been discussing. Much appreciated!'

Marguerite, a parent, June 2022: 'Thank you so much for all you've done for [T.] in the past year . […] you are a very talented teacher.'

Monica, a parent, June 2022: 'You have been an absolutely wonderful tutor to [L.], and how time has flown since she first met you! […] Many a time she has needed someone to talk to, not so much about AO1-5, but rather about the beauty and burden of literature and life. You have always been willing to do that, and she is richer for it.'

A student, June 2022: 'Thank you for teaching me for the last year; I have enjoyed our lessons and I feel I have grown as an English student, with thanks to your teaching.'

A student, April 2022: 'I received an 8 for my essay!! I want to thank you for your tutoring on Keats and Wordsworth- I wouldn't have gotten such a grade without it!! […] I learned tons because of you.'

Ngozi, a parent, March 2022: 'Thanks for everything that you're doing for [G.] - it has been very helpful.'

A student, February 2022: 'Really, thanks so much. Was such a good and efficient service. Your feedback looks really good and I'm going to implement it today. […] Thanks again for doing this on such short notice'.

Deborah, a parent, October 2021: '[S.] said you make it really fun - he said at school his energy goes down in English lessons and with you it goes up! So that is praise indeed from a teenage boy!'

A student, August 2021: 'I got the A grade ! I'm so pleased, thank you for all the help and the essays really paid off :).'

Monica, a parent, July 2021: 'As would be expected from his first class qualifications, Josh is extremely intelligent. However, in my opinion, he has a a very particular advantage over others of a similar academic background, namely his ability to exhibit an authentic interest in the ideas his students express. He is always kind and encouraging, but without sacrificing rigour; this approach has had a hugely positive impact on my daughter when speaking, writing and reading. Furthermore, Josh has introduced her to a range of authors, poets , films and philosophical thought, thus enriching her far beyond the school curriculum. In the future, my daughter will undoubtedly look back on her time with Josh with both fondness and gratitude. I have no hesitation in recommending Josh as a tutor'.

Guifang, a parent, July 2021: 'I have know Joshua for 2 months and He has been supporting my daughter excellently through her GCSE courses, helping her to achieve a 9 in predicted grades. From this, Joshua has always been very serious with the work, needless to say, always punctual and gives detailed homework feedback. I know him to be a wonderful tutor to my daughter.'

Susan, a parent, May 2021: '[T]hank you so much for all your help with [N.] […] [N.] found your lessons extremely helpful which enabled her to enjoy and understand English in a greater depth […] it was excellent tuition . Thank you'.

Jamal, a parent, May 2021: 'Thank you Josh for all your efforts, you have greatly assisted [S.] in better understanding English Literature as whole.'

Zahed, a parent, May 2021: 'We are grateful for all your help and support. We are in no doubt that [A.] has improved a lot in English Literature under your guidance.'

A student, May 2021: 'I just got my coursework back and got an A in it. Just thought i should let you know thanks you!'

Margaret, a parent, March 2021: 'Thanks for helping [M.] to improve her English understanding. She really enjoys her lessons and chats!'

Chris, a parent, March 2021: '[R.] is benefiting immensely from your lessons and is definitely getting more confident in expressing his thoughts in writing! Thank you.'

Amanda, a parent, December 2020: 'Josh has really helped join the dots, encouraged a depth of questioning and ways to interpret and compare ideas, extracting and bringing fresh meaning to narrative styles and creative use of language. Josh has been a great support and steered [R.]'s confidence to look more thoroughly and develop a greater understanding all round. Josh has a kind, approachable style and encouraged [R.] with debating aloud and suggestions for further reading which all continue to be an invaluable help and inspire greater confidence in approaching exams and further reading in future!'

A student, December 2020: 'He helps focus my understanding and makes sure i understand the topic we are learning before moving on. Josh will make sure to ask you questions throughout the process and is always ready for your ideas even if you think it's wrong. He will set homework but makes sure to switch it up each week to make it more interesting and gives his feedback to help me understand what i need to do to improve.'

Diana, a parent, September 2020: 'Josh worked with my daughter for her A Level in English Literature. He was outstanding with his ideas and expanding her critical thinking. He went above and beyond to develop her analytical skills and as a result helped her obtain an A*. He is an absolutely lovely, gentle but dynamic and reliable tutor who has a rare ability combine his academic achievement with a natural talent for teaching. A real gem and we cannot thank him enough.'

A parent, September 2020: 'Joshua is an excellent tutor with great communication skills . He is very patient , helpful , approachable and takes time to explain everything clearly to my daughter . Joshua has been able to breakdown and explain in full detail all aspects of the A Level content.'

A student, June 2020: 'it's been great being taught by you, I've learned so many critical thinking skills in such a short space of time.'

A parent, March 2020: 'I can't thank you enough for everything that you've done for her - you've been the best English teacher she's ever had and she has loved her time with you.'

*

During my teacher training, I taught all age groups at two west London secondary schools.

While at Oxford, I was part of an 'e-mentoring' scheme to help candidates from schools without a history of Oxbridge applications.

At Christ College, Brecon, I ran two series of seminars, for sixth-formers studying RS and English literature. In English we covered 'The Tempest', Gothic literature, Pat Barker's 'Regeneration', 'Jane Eyre', Wilfred Owen, and 'The Canterbury Tales'.

Tutoring Approach:
I try to combine three things that I want my students to do, which are three forms of thinking: speak about complex ideas, read high-quality material, and write essays for which they will receive detailed feedback. For obvious reasons, lessons are weighted to speaking, and homework to reading and writing.

Speaking

Pedagogy's holy grail is measuring progress, which is difficult in a classroom and impossible in a lecture. Happily, the tutorial system allows this to occur continuously and efficiently via dialogue. Can a student re-express an idea they have heard or read in their own words? If the answer is yes, they have probably understood the idea. Hence the constant questions!

As well as understanding the ideas of others, speaking is essential for students to develop their own. I love the quotation from the novelist E. M. Forster, 'How can I tell what I think till I see what I say?' We improve the quality of our ideas through the process of articulating them.

For my part, quite a lot of what I say is explaining what texts mean. This might sound obvious, but great works of literature are complex, so, to understand their meaning, one's own interpretation probably needs the support of others' prior interpretations.

I sometimes like to break the question of a text's meaning into two: What's it about? And what's it really about? Answering the first question is comprehension, a necessary first step. To answer the second question is to understand. In 'A Streetcar Named Desire', for example, Blanche goes to live with her sister in New Orleans. She expresses a strong dislike of her surroundings and is frequently associated with images of water. She declines mentally and is eventually taken away. So what's the play really about? Blanche is a Romantic idealist who is disappointed with her life but still tends to imagine things in their perfect form. The play is about the human soul conceiving of things being as good as they could be (as if cleansed by water), reaching for the conception, and failing to grasp it - shuttling back and forth, in other words, on the streetcar named desire.

One thing I frequently encourage is making the link between those oft-cited elements of a good essay, themes and quotations. These are not unrelated ingredients, they are the text itself viewed from different distances. A theme (the desire to be cleansed) is a wide shot, and a quotation ('the land of the sky blue water') is a close-up. So the student of English has to practise their ability to zoom in and out.

Another way I try to support my students' studies is by making connections between the texts they are reading, which in my experience doesn't happen that much at school. Particularly at A-level, there are often many fruitful connections between the half-dozen or so texts being studied: the Romantics were devoted to Shakespeare and Milton, the Gothic is an aspect of the Romantic, the Aesthetic Movement drew on particular strains of Romanticism, etc. When these connections get made with reference to particular writers, they are no longer just isms. They make the material deeper and easier to understand at the same time. Towards the end of their school careers, students of the humanities should be able to get the sense of taking part in 'the Great Conversation that began in the dawn of history and that continues to the present day' (Robert M. Hutchins).

Reading

I regularly give my students PDFs of high-quality secondary material pitched at their level or just above it. Explanatory notes, commentaries, and essays can help with understanding, particularly when it comes to context. (And all exam boards have assessment objectives relating to historical context.) To know that a text was written during a particular period and what characterised that period is to have a mental scaffold that does not limit movement but frees it. In studying the humanities we are studying human culture, and no one can do that without a bit of structure. It also helps when thinking about texts in relation to each other - when writing a comparative essay, for example. I like to think of honing in from context to text, e.g. Romanticism (late eighteenth and early nineteenth centuries) > William Blake (1757-1827) > 'Songs of Innocence and of Experience' (1794) > 'The Tyger'. (What's 'The Tyger' about? There's a question!)

In my experience, knowledge acquisition operates according to the Matthew principle, named after a verse in the Gospel of Matthew: 'unto every one that hath shall be given'. In other words, the more you've got, the more you'll get. Every time you learn something about Romanticism, the greater will be your understanding of the poetry of William Blake. Your internal bookshelves expand - more connections, greater understanding. Reading secondary material is obviously 'extra', but it works to enhance students' understanding of set texts rather than crowd them out. Homer Simpson said, 'every time I learn something new, it pushes some old stuff out of my brain', and we laugh because it's not true. You can't fill up a brain, so the cliché about people's (particularly young people's) limitless potential is true. Every time you learn something new, you enrich your contextual understanding of everything else you have ever learnt. '[E]very moment is a new and shocking / Valuation of all we have been', as T. S. Eliot put it in 'East Coker'.

Writing

Speaking and reading are in a concrete way preparation for writing. If you think and make notes while speaking and reading, by the time it comes to writing an essay, the question should not be about what to say, but how to arrange the things you want to say. So annotation is an important skill. It's a bit like getting 'in the zone' for a sportsperson - students must practise getting there and staying there. I model the annotation process something like this:

Read with a pencil in your hand. What makes you underline? Something fires in your brain, so that you have a response - you spot a developing theme, you're reminded of another book, you agree or disagree, there's a word you don't know and need to look up, you like the way a sentence sounds. It could be anything. Read until you've underlined twenty words or sentences. Work out the three or four connections between the things you have to say, and you've got a paragraph plan. Work out the main thing you have to say, and you have a thesis for your essay, which, as you aim your paragraphs at it, will accumulate force.

A lot of learning (and life) is about noticing connections, so getting into the habit of doing so is something like learning how to learn. If a student has developed this habit, they shouldn't really have to think 'What shall I write?' in front of a blank sheet of paper or screen. The content of the essay will be a sort of emanation of prior thinking.

When it comes to giving students feedback, I keep in mind one of the best incites I heard early in my PGCE: attend to your students' writing as you would a piece of literature. This way, the marking progress becomes analogous to the writing process. What are all the things that could make this essay better? And is there a connection between them, i.e. what's the main thing this student needs to focus on? (I usually give feedback using comments and 'track changes' in Microsoft Word.)

Why study English?

It has been said that 'If you can think, and speak, and write, you are absolutely deadly', and I think that's right. Learning how to construct and articulate good arguments is learning how to impose ideas on the world. To the extent that English is about feelings, it is about their articulation, and there is a great deal to learn about how feelings have been and can be articulated. Moreover, because English is the medium of instruction in all other subjects, command of it confers a freedom to range through the history of ideas and discriminate between reliable and unreliable, including online. Language is a prerequisite for thought - doing English properly is learning how to think better.

Subjects

Personal Description:
Qualified, experienced, patient tutor
An outstanding practitioner, as evidenced in inspections and lesson observations.
I have had extensive training in supporting students with special educational needs. I am able to tailor approaches and resources to suit the individual needs of every pupil.

Teaching Experience:
27 years Headmistress Primary and Secondary School, retired.
15 years private tuition experience.
35 years teaching experience.

Tutoring Approach:
27 years' experience, including as Head Of Department and Headmistress.
Qualified teacher and subject specialist.
I am supportive, warm and encouraging in my approach.

Why choose me?
100% success rate in helping pupils get into their first choice schools, including Cheltenham Ladies' College, Haberdashers', St Paul's and Westminster College.
I provide expert private tuition for 11+, 13+, GCSE, A-level and International Baccalaureate examinations.
I am experienced at teaching pupils of all ages between 7 - 18.

Testimonials

Wendy was recommended to us by a colleague for her excellent quality of tuition. She has an extensive knowledge of the GCSE syllabus for literature and language and has considerable experience in the field. She is reliable and has a great work ethic. She has enabled my son to reach his potential and is able to focus on points of weakness, build confidence and motivate him into writing essays, which he did not enjoy or do prior to Wendy. Wendy has tailored her approach to teaching him in how to answer questions for the best possible outcome. His improvement in English has helped him progress in other subjects and is now looking at higher grades in History and RE due to a more articulate approach to answering questions. Less importantly my son has enjoyed his English lessons and always looked forward to them.

S, Chesham, Bucks

Wendy has been such a blessing for my daughter, completely turning around her expectations with regards to her academic ability and hugely affecting not only her English results but all her other subjects. Now, thanks to Wendy, she has the right tools to construct an essay. Her marks have improved by two grades across the board. Wendy is a wonderful and inspiring teacher and I just cannot recommend her highly enough.

Rachel, Amersham, Bucks

Lovely Wendy is the most amazing and caring tutor I could ever wish for. She deserves a medal for her work and her students are so motivated in these crazy times it is wonderful to know my son is being so looked after. He enjoys every lesson.

Lucy, South Heath, Bucks.

I highly recommend Wendy. Her long experience, personal approach and carefully planned English lessons have been incredible for over two years now. She also provides excellent feedback following each session and takes time to stay close to parents to gauge how and where she can add most value. I am happy to email or speak to other parents about how she has helped us!

Sarah, Great Missenden, Bucks.

I am so delighted we found Wendy to help with my son's preparation for his GCSE in English Literature and French to A level. I thoroughly recommend her tutoring services. She is consummate and professional and well prepared for each session with a myriad of printed materials to support the lesson. She is knowledgeable about her subject and importantly about what the examiners are looking for in assessing examination answers. She is also friendly, approachable and has a rare gift for imparting her understanding and enthusiasm for literature. My son positively looked forward to both English and French studies with her - something sadly he never felt at school. He now looks forward to University with every confidence

Tokeer, High Wycombe, Bucks.

Subjects

Personal Description:
Hello, my name is Luisa. I'm a 20-year-old medical student who speaks English, German, Hungarian, and French. Subjects such as business and economics interest me outside of Medicine, and I'm based in Scotland. As a native German, Hungarian, and English speaker (having learned all three at the same time while growing up), I offer a natural teaching approach that matches the way one would learn as a native speaker.

Teaching Experience:
Thus far I have only tutored in German, but I have assisted others informally in subjects such as Biology, Chemistry, Maths, and getting into Medicine.
[As a Medical student my CRB check has also been done.]

Tutoring Approach:
I love past papers! These for me were key when I was revising for my Highers, Advanced Highers, and even for the Medical School entrance exams such as the BMAT, UCAT, and TMS (Germany). I believe they offer key information on what exactly it is you need to know, and to what standard/ depth one must answer questions. At the beginning I like to get a feel for what level of knowledge students have, and together we set goals for what we wish to achieve (e.g. time remaining until the exam, what grade they wish to achieve, if there is any particular section they are struggling with, etc..). Preferably, I like to communicate with my students before the lesson, so we can decide what learning outcomes to focus on during our session, so we can both prepare beforehand.

Subjects

Personal Description:
I got Physics with Maths teaching qualification (PGCE and QTS). I have been teaching more than eight years in well reputed school in London and still teaching. Well aware of students needs and adapt teaching according to their needs.

11Plus: Helping students in 11plus exams face to face at my home.
KS3 Science (Physics, Chemistry and Biology).
Physics upto GCSE levels.
I am well aware of exam board's specifications. Supporting students to teach exam techniques to secure their best scores.

Teaching Experience:
From last eight years teaching in different schools in London.

Tutoring Approach:
Face to face.
Setting homework and give feedback in their weak areas.

Subjects

Personal Description:
I am a university academic, engineering researcher, and dedicated STEM tutor currently serving as a Research Fellow at the University of Birmingham. I hold a PhD in Mechanical Engineering from Loughborough University, an MSc (Cum Laude) from KU Leuven, and a First-Class BSc from UET Lahore, alongside formal higher education pedagogical qualifications (PGCHE) from Birmingham. Over a 15-year university career, I have progressed from Lecturer to Associate Professor, designing accredited curricula and lecturing across undergraduate and postgraduate engineering programmes.

Alongside higher education, I have spent two decades providing one-to-one tuition to over 60 students from 15+ leading UK universities, as well as secondary pupils, college students, and adult learners. For parents, I offer a dependable, reassuring, and structured partnership. I understand the anxiety that GCSE and A-Level exam preparation can cause, and I take pride in turning that pressure into genuine academic confidence, independent thinking, and top-tier results.

Top-Tier Academic Credentials: PhD (Loughborough), MSc Cum Laude (KU Leuven), BSc 1st Class (UET Lahore), and PGCHE (Birmingham).

Comprehensive Educational Scope: From GCSE and A-Level through to BTEC/Foundation pathways, undergraduate degrees, and adult career transitions.

Special Educational Needs (SEN): Experienced in providing patient, structured guidance for neurodivergent learners, including students with ADHD, dyslexia, dyscalculia, and exam anxiety.

Teaching Experience:
My teaching background covers university lecturing, laboratory leadership, and extensive one-to-one mentoring across both UK and international curricula. Having taught students across 15+ UK universities, I routinely assist undergraduates through advanced module mastery, computational modelling, and exam resit preparation. At school and college level, I provide complete, syllabus-aligned coaching for GCSE, A-Level, BTEC Level 3 Engineering, and University Foundation Year students across all major boards.

A significant part of my tuition practice involves adapting to diverse learning profiles, particularly students with Special Educational Needs (SEN). By breaking multi-step problems into visual, structured steps and maintaining a calm, unhurried pace, I ensure students with ADHD, processing differences, or executive-function challenges build strong foundations without feeling overwhelmed.

GCSE, A-Level & Further Education: Complete coverage of Mathematics, Further Maths, Physics, and Chemistry across AQA, Edexcel, OCR, and Cambridge International (CIE).

Specialist Engineering & Materials: Advanced tuition in Thermodynamics, Fluid Mechanics, Heat Transfer, Statics, Dynamics, Stress Analysis, Materials Science, and Tribology/Wear.

Higher Education & Analytical Skills: University Foundation Year coaching, Engineering Mathematics (Calculus, Linear Algebra, Differential Equations), and dissertation guidance.

Online & Adult Learning: Over a decade of interactive remote teaching (since 2016) using digital whiteboards, live derivations, and shared problem sheets for adult learners and professionals.

Tutoring Approach:
My teaching is grounded in first-principles learning-focusing on why an equation or physical law works rather than encouraging rote memorisation. When students grasp the core mechanics behind a concept, unfamiliar and difficult exam questions become approachable puzzles rather than sources of stress. I maintain a supportive, low-pressure dynamic where asking questions and making mistakes are welcomed as vital parts of the learning journey.

Subject understanding must translate cleanly into exam marks. Every lesson integrates board-specific exam technique, training students to decode command words and meet mark scheme expectations. For parents, I maintain open communication through initial diagnostic assessments, structured milestone planning, and regular progress updates aligned with upcoming school mocks.

First-Principles Mastery: Building genuine conceptual intuition so students can tackle novel, high-tariff exam problems with confidence.

Mark-Scheme Precision: Deconstructing past papers, keywords, and time-management strategies to secure every available method mark.

Parental Visibility & Feedback: Clear progress tracking, diagnostic gap identification, and homework roadmaps tailored to school exam dates.

Adaptive Delivery: Modulating between visual diagrams, practical engineering examples, and mathematical proofs to suit each student's individual learning pace.

Subjects

Personal Description:
My name is Jimmy. I am a college graduate from an accredited university in the US and hold a teaching certification in secondary mathematics education (grades 7-12). I have 9 years of tutoring experience in GCSE Maths, A-Level Maths, Further Maths, 11+, and competitions such as Maths Olympiad and Kangaroo Maths.

I am passionate about helping students build confidence, improve grades, and enjoy mathematics. Outside of tutoring, I am active, enjoy sports, and love solving and creating math problems.

Teaching Experience:
I have taught students from KS3 to A-Level, including exam preparation for GCSE and A-Level Maths, Further Maths, and competitive math exams.

My lessons are tailored to each student's level, strengths, and areas for improvement. Students I've taught have successfully raised their grades, built problem-solving skills, and developed lasting confidence in mathematics.

I teach both online and in-person, adapting sessions to suit each student's learning style and pa

Tutoring Approach:
I use a personalized teaching approach, combining direct instruction with differentiated strategies. Lessons focus on conceptual understanding, problem-solving, and exam techniques, often using past papers, practice questions, and real-world examples.

My goal is to help students think independently, understand concepts deeply, and achieve their full potential in mathematics.

Subjects

Personal Description:
I'm Mel, a father of three children living in Manchester. I tutor for entrance exams and GCSE and KS3 Maths, English, Biology, Physics and Chemistry. Additionally I tutor A level Biology and welcome adult learners.

Teaching Experience:
For the last ten years I have tutored hundreds of students in Maths, English, Biology, chemistry and Physics. I've also taught a number of students in the US, China, Russia, Canada and many countries in Europe. To date I have taught 20,000+ lessons.

Tutoring Approach:
I like to keep a flexible teaching style to work out what is best for each student.

Depending on what you need help with, we`ll work together in your first lesson to design a plan that will take you to where you need to be.

This might involve practising your maths skills, gaining confidence with concepts on the syllabus, or translating your knowledge more effectively into marks on your exam. Many students struggle with exam technique and it is definitely something a little tutoring can help with.

I have developed plenty of resources through my experience as a tutor to help students learn the key concepts on the biology syllabus for GCSE and A Level, and to get better at using this to tackle the harder exam questions. We`ll use a combination of slideshows, online whiteboard tasks, lots of discussion, and past paper practice to help you get the marks you need.

If you are happy to, I might ask you to do some practice for homework or to read up on some topics we will cover before the lesson. I find this can also help students with time management and study skills. For those looking to go on to study at university, this can be particularly helpful.

I also offer advice and practice interviews for those looking to apply to university for biology and related STEM subjects. This includes personal statement tips, ideas for developing your extracurricular interests, and help presenting yourself at interview.

Subjects