Fully insured, qualified teacher with 23 years' experience and a Cambridge History examiner for 15 of them. I've been Head of History & Politics and a Director of Learning in Humanities across both state and independent schools, teaching to A-level and preparing students for top grades and university entrance.

I work with students across the ability range — from those aiming for the very top, to those who find school harder than most, including anxiety, school-based avoidance, ASD, ADHD and dyslexia. Whatever the starting point, I adapt my teaching to how each individual learns and thinks, building confidence alongside academic progress.

Lessons are personalised, rigorous where needed, and always tailored to the student in front of me.

Qualified teacher with 23 years' experience across state and independent schools, and a Cambridge/Edexcel/AQA/OCR/Eduqas assistant examiner for 16 years. I've led departments as Head of Humanities (History & Politics) and served as Director of Learning in a specialist DLD school, as well as supporting individual students 1:1 in mainstream settings — so I know how to teach a subject and how to adapt it, whichever the student needs.

My specialism is Humanities, especially History, and English at all levels up to A-level, with a track record of taking students from struggling to succeeding at GCSE and A-level, including exam board marking experience that gives me real insight into what examiners are looking for.

Alongside this, I hold specialist qualifications and have direct family experience in Specific Learning Difficulties, autism and neurodivergence. I've worked with students across the full spectrum — from mainstream high-achievers to those in specialist settings, and the "in-betweeners" whose anxiety or masking means their needs aren't always obvious. I build trust first, then adapt — because that's when real learning happens.

My approach is student-centred and carefully planned, with every lesson built around clear learning goals, positive feedback, and building resilience and confidence — whether a student is working towards top grades or rebuilding trust in the classroom. I take a relational approach with every student, and a trauma-informed, low-demand approach where needed, reading a student's mood and adapting in the moment rather than sticking rigidly to a plan. For exam-focused students, I map learning directly to mark schemes and examiners' reports, using real exemplar answers to show exactly what's needed for top grades. Throughout, I foster a growth mindset — helping students see mistakes as part of learning rather than something to fear. Lessons are patient, encouraging and rigorous in equal measure, drawing on my experience across mainstream, specialist and SEN settings so every student, whatever their starting point, feels understood, capable and motivated to succeed.