Sophie

I am a second year ECT, having recently completed my PGCE at the University of Oxford.

I am a teacher of English literature and language and ESOL with expertise in and a passion for the latest developments in pedagocial research. I am a firm advocate for the power of education to transform young people into creative, open-minded critcal thinkers who are equipped with the skills and knowledge to ready to enter the world and excel. Whether you are looking for tutoring to achieve a specific goal (11+, 13+, GCSEs, A levels, language tests etc.), longer term academic support, or more holistic study skills and coaching, I would be delighted to work with you.

Outside of work, I am a keen choral singer, and enjoy writing short stories and poetry.

Tutoring Experience

I qualified as a secondary school English teacher in 2023 at the University of Oxford. My training allowed me both to develop an in-depth understanding of the latest developments in pedagogy and vital experience in how this looks in practice

For the last year, I have taught English at an OFSTED "Outstanding" school. Before becoming a fully-qualified teacher, I was an ESOL tutor for Ukrainian and Russian children. During this time, I supported students with SEND and provided differentiated provision for them. I gained valuable insight in the varied needs of each individual student, whether they have diagnosed or suspected SEND, or none at all, and use this understanding every day in my teaching and tutoring practice.

Since 2014, I have also taught at various theological and church-based organisations around the UK, with children aged 8-17 years old, teaching singing, drama, and general spiritual and religious education.

Tutoring Approach

I believe that a holistic, pupil-centred approach is the basis for success in any tutor arrangement. I like to begin sessions by discussing yours or your child's needs, what they are studying, how they feel about each topic, text, or scheme of work, and create a manageable plan of action. I am an adaptable teacher; I have experience of adapting plans in-situ to ensure that I am meeting my pupil's needs at all times.

Finally, I believe that specific and detailed feedback is paramount for pupils to make progress in all subjects. When working towards written examinations, I prefer to mark written work with the pupil present. This approach allows the pupil to have a full and transparent understanding of the mark scheme and assessment objectives, and ensures that they are able to make good progress.