Who I Work With
I work with families who value education and are looking for thoughtful, high-quality one-to-one support.
My students are often creative and curious, or benefit from additional confidence, structure, and encouragement in their learning.
I’m also open to working with neurodivergent learners where there is a good fit, and where a calm, relational approach supports their needs.
My aim is to help students feel more confident, engaged, and capable in English, while developing skills that support both academic success and wider personal growth.
One-to-one English tutoring for ages 9–18
Supporting confidence, understanding, and meaningful academic progress
About My Approach
I bring together over 10 years of teaching experience with a background in mindfulness and personal development.
Alongside academic teaching, I’ve supported students in developing focus, emotional awareness, and self-regulation — skills that underpin effective learning.
This supports both academic progress, aswell as the confidence, curiosity, and attention that help students learn more effectively.
My approach is calm, attentive, and relational, with a strong emphasis on connection — both to the material and between student and teacher. I believe meaningful learning happens when students feel seen, supported, and engaged.
In a rapidly changing world, I see English education as not only about exams, but also about developing confidence, critical thinking, adaptability, and a sense of meaning in learning.
What I Offer
One-to-one English and English Literature tutoring for ages 9 to 18
Reading, writing, analysis, and exam preparation (where relevant)
Confidence building and structured, personalised learning support
Sessions tailored to each student’s needs, pace, and learning style
A calm, supportive approach that helps develop focus, emotional regulation, and confidence
Support for home-educated students, including flexible, curriculum-based or interest-led learning
In-person tutoring in the student’s home, with some online availability
