English Specialist Tutor – discover expert online support in GCSE, IGCSE, and IB Diploma English. Robert’s structured and scaffolded teaching builds confidence, sharpens critical thinking, and leads to outstanding academic progress.
I am an experienced English Language and Literature teacher working in international education, teaching secondary and sixth-form students. I have previously held leadership positions as Assistant Head of English and Head of Year, combining curriculum development with responsibility for students’ academic progress, wellbeing and personal development. I have extensive experience teaching Cambridge IGCSE English Language, Pearson Edexcel IGCSE English Literature and International Baccalaureate (IB) Diploma English Language and Literature.
Throughout my career, I have supported students with a wide range of additional learning needs, including difficulties with attention, organisation, working memory, processing information and academic confidence. My experience has taught me that students benefit from predictable routines, clear expectations and opportunities to experience success. I recognise that repeated academic difficulties can undermine confidence, particularly when students understand more than they can easily communicate in writing.
My lessons follow a consistent but flexible structure designed to make challenging learning accessible. I often begin with short retrieval activities that revisit prior knowledge, helping students strengthen their memory and recognise what they already know. New concepts are introduced through explicit vocabulary instruction, accessible explanations and worked examples. I frequently combine short reading passages with guided questions, visual organisers and structured discussion, giving students opportunities to rehearse their ideas verbally before writing.
For more demanding tasks, I use slow writing: breaking extended responses into smaller stages, supported by sentence stems, models and carefully chosen vocabulary. Students gradually move towards greater independence as these supports are withdrawn. I also use reflection routines, such as I used to think… Now I think…, to help learners recognise their progress and develop awareness of how they learn. These approaches provide structure without removing intellectual challenge.
I believe that positive relationships underpin successful learning. Patience, humour and calm communication help me establish an environment where students feel comfortable asking questions, taking risks and making mistakes.
Outside teaching, I enjoy literature, travel, live music and exploring different cultures. I particularly enjoy scuba diving, the mystery-thriller genre, and trying new restaurants whenever I can.
SEN Specialists – Tutor Information
Personal Information
GCSE and IGCSE English Language
GCSE and IGCSE English Literature
IB Diploma English A: Language and Literature (SL and HL)
IB Diploma English A: Literature (SL and HL)
British Curriculum English (Key Stages 3–5)
Academic writing, essay development and literary analysis
Reading comprehension and critical thinking
Key Stages and Age Groups
Key Stage 3: Years 7–9 (ages 11–14)
Key Stage 4: Years 10–11 (ages 14–16)
Key Stage 5 / Sixth Form: Years 12–13 (ages 16–18)
AQA: GCSE English Language and English Literature
Cambridge International (CAIE): IGCSE First Language English and Literature
Pearson Edexcel: GCSE and International GCSE English Language and Literature
International Baccalaureate (IB): Diploma Programme English A: Language and Literature; English A: Literature
British National Curriculum: English, Key Stages 3–5
My experience of supporting students with additional learning needs has been developed primarily within mainstream secondary school classrooms, rather than in specialist SEN settings.
Supporting students with attention, concentration and organisational difficulties
Supporting students with working-memory and processing-speed difficulties
Developing literacy skills through structured reading and writing
Supporting students experiencing academic anxiety, low confidence or reduced motivation
Using explicit instruction, visual organisers, retrieval practice and scaffolded learning
Using predictable lesson structures and gradually removing scaffolding to build independence
Induction (Completed) — Department for Education, United Kingdom, 2018
Qualified Teacher Status (QTS) — Department for Education, United Kingdom, 2016
Postgraduate Certificate in Education (PGCE) — Manchester Metropolitan University, United Kingdom, 2016
Bachelor of Arts (BA), English Literature with Journalism — University of Salford, United Kingdom, 2013
Teacher Reference Number (TRN): 1645575 (for administrative verification only)
Current Head of Year – pastoral leadership, student wellbeing, academic monitoring and coordination of student support
Current English Language and Literature Teacher – international secondary education, including GCSE, IGCSE and IB Diploma programmes
Former Assistant Head of English – curriculum development, teaching and learning, assessment and departmental leadership
Experience in curriculum planning, differentiated instruction, examination preparation and supporting students with additional learning needs within mainstream education
Monday: Evenings
Friday: Evenings
Saturday: Available
Sunday: Available
English: Native speaker
No other languages spoken fluently
Safeguarding and Police Clearance
Safeguarding: Current and compliant with Nord Anglia Education’s safeguarding policy and procedures
Most recent safeguarding refresher: August 2026
Safeguarding experience: Extensive practical experience through classroom teaching and current pastoral leadership as Head of Year
Police clearance: Previously shared.