Sid

I’m a highly successful English tutor with 20+ years of experience. I’ve helped dozens of students, from varying backgrounds and abilities, surpass their expectations (and dare I say it, come to actually enjoy GCSE English because of the way I try to frame the subject).

Away from tutoring I take care of my elderly parents, which has its own challenges and rewards. But I also find time to unwind, whether it’s in front of the telly or at a restaurant with friends.

I have a First Class Honours degree.
I attended a grammar school, achieving straight A’s both at GCSE and A Level.
I am Enhanced DBS-checked.
I have references.
I don’t charge the earth because I believe extra support should be accessible to all.

Tutoring Experience

I began helping out at a Saturday workshop at a local grammar school back in 2002, and my passion for tutoring grew from there. My one-on-one tutoring has thrived with various agencies but just as much through word-of-mouth as parents that are impressed with my approach - and the results it delivers - often recommend me to other parents or contact me again to help with a student’s siblings.

I now conduct all my lessons online (preferably on Zoom), which is proving very effective and convenient for both students and myself, and means I have greater reach geographically.

Whether you are just seeking coaching in the months, or weeks, leading up to exams, or you are looking for more long-term support through the GCSE process, I am happy to assist and will tailor my teaching accordingly.

I am familiar with the requirements of AQA, EDUQAS and EDEXCEL.

Tutoring Approach

My resources are very carefully prepared with both exam requirements in mind but also the requirements of individual students.

Given the amount of content students are expected to digest for GCSE English, I aim to make it as organised and as clear as possible, while simultaneously ensuring I hit all the requirements on the mark scheme that will get pupils into the top bands (even those with lower target / predicted grades).

Naturally, I focus on the most effective way to construct essays, going through my bullet-proof, step-by-step approach, which students comment is clear to follow but also makes them think about the texts in original and creative ways – which examiners always welcome.

Something that applies to students of all abilities is the need to broaden their vocabulary in order to improve the quality and sophistication of their responses. It’s no secret that students can find vocab-learning a drag so I’ve created mind maps on Zoom’s whiteboard to explore word clusters for five minutes at the start of each lesson, and they seem to work.

Another focus of mine is to try to lessen the anxiety surrounding Unseen Poetry, which students often find daunting. Likewise, creative writing can be tricky for some students, often leaving them feeling lost, but I have strategies in place to make this section of the exam less stressful.

Overall, I am patient and like to think I develop a good rapport with my students so that the lessons are seen as less of a chore and more of a motivator.