"I'm so glad that we found Edward through First Tutors and cannot thank him enough for his help, guidance and for making our son believe!" Michelle.
I'm a Cambridge graduate and full-time English tutor with a strong track record in GCSE exam preparation. I specialise in building students’ confidence, simplifying the curriculum, and helping them reach their full potential.
My focus is practical: clear strategies, strong subject knowledge, and expert exam technique. I support a small number of students, offering personal attention and a wide range of tailored digital resources – tutorials, model answers, past papers, and flashcards.
My goal is simple: to open up top GCSE grades for students who feel lost or left behind. Strong results can transform futures – I’m here to make that happen.
I have over 18 years’ experience teaching and tutoring in the UK and abroad, and now work full-time online with students worldwide.
I teach learners from all backgrounds, including many who speak English as a second language. My knowledge of French and Spanish helps me explain English in ways that make sense to non-native speakers – spotting overlaps and clearing up confusion before it takes hold.
I also regularly sit exams myself. This keeps me sharp and gives me a student’s-eye view of exam pressure, marking systems, and the traps candidates can fall into. I teach students to approach assessments with calm, strategy, and clarity.
My results speak for themselves. After the 2024 GCSEs:
* 100% of students improved by 2+ grades
* 100% moved from low to solid/high pass grades
* 100% would recommend me
Confidence grows, panic drops, and students often see improvements across other essay-based subjects too. Those who commit to longer-term tuition (12–24 months) make the greatest progress – I strongly recommend at least one academic year of preparation.
I hold UK QTS and an enhanced DBS.
I use Classroom and Meet to deliver interactive, focused online tuition. A typical session starts with a timed reading task and strategies for note-taking under pressure. We then build grammar and literary knowledge (e.g. simile, personification, noun phrase, semantic field) through examples, quick tests, and discussion.
Students then write timed responses, which we refine using model answers, mark schemes, and examiners’ reports. Digital tools allow me to annotate texts, embed video and audio, and explore content beyond what pen and paper allow.
Each session ends with timed homework – usually a writing task – which is marked using real mark schemes and grade boundaries. This forms the basis of our next lesson, ensuring feedback is immediate, practical, and focused.
I draw on a wide range of resources – past papers, sample essays, apps, textbooks, and my own materials – to develop strategies students can memorise and use independently, especially in exam settings.
Every student is different, so I adapt my approach to suit. I aim to build trust, confidence, and a clear path to progress through targeted teaching, consistent feedback, and high expectations.
Results come from doing the work – reading, writing, learning – and knowing exactly how to improve.
Languages | English (British), French |
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Availability | Weekdays (all times) |
References Available | On File |
University of Sussex | 2007 | PGCE | English Teaching | |
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University of East Anglia | 2004 | Masters | Film | |
University of Cambridge | 2002 | Bachelors | English and History | |
University of Cambridge | 2006 | Masters | English Literature |
Feedback | |
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Unpublished feedback (Usually negative) | 0 |