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Information About Andrew - Melton Mowbray tutor

Profile Picture

Andrew's profile picture


This is how 3 referees rated Andrew:





Subjects Taught


Hourly Rate
Secondary £20.00
GCSE £25.00


Hourly Rate
Secondary £20.00
GCSE £25.00


Hourly Rate
Secondary £20.00
GCSE £25.00
A-Level £35.00

Combined Science

Hourly Rate
Secondary £20.00
GCSE £25.00

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Personal Description:

My family and I live in the East Midlands. My wife and I both have many years experience teaching in secondary schools. I am a chemist who has worked in industry as well as education. I trained as a teacher in 1994 and my experience has given me many opportunities including the management of several different science and chemistry departments over the years. I have also worked as an educational researcher and am currently completing my PhD proposal which will be taking an interpretative look at education policy in academy schools. I hope to complete this over the coming years. We have a small family business that we also manage. My interests include reading, rugby, baking bread, travel and studying education policy. I have recently had 2 papers published on this issue and I am continuing to write with a view to further publications.

Tutoring Experience:

My teaching specialism is Chemistry and Science and I have taught across KS3, KS4 and KS5. The past 10 years I have worked in HOD roles and more recently I have moved to lead roles in ITT and professional development.
My record to date shows that I am an outstanding teacher as well as an effective leader and manager who is dedicated to ensuring access to the highest standards of education and the opportunities that brings. I have a track record as a Head of Department and Professional Tutor that is exceptional and demonstrates that all learners in my care receive an educational experience which is supportive yet challenging, allowing and promoting an atmosphere of high expectations and high achievement. The progress and attainment that students in my care achieve is consistently above expectation and this is evidenced in successive PM reviews that reflect the exceptional progress over time that my students achieve year on year.
I have both the personal and professional qualities that are needed to promote a culture which enhances learning and celebrates achievement to ensure high standards. My record shows that I am an effective communicator. I believe that inclusion and personalised learning are essential when addressing the needs of the learning community and the aspirations of the students. In 2012 I was judged by Ofsted to be both an inspirational role model and an outstanding team leader. Whilst such recognition is welcome I am also acutely aware that it is the needs of the students that are my priority. My leadership and my wider educational vision is informed first and foremost by what is best for the students. My work as an analyst and researcher at the University of Sheffield has given me the opportunity to develop a critical and more acute understanding of contemporary educational issues and the discourses that define them and this year I have been published in a peer reviewed education journal (The Journal of Un-schooling and Alternative Learning as well as contributing a chapter to a recently published book, “International Perspectives on Home Education”. Doing this has helped me to develop a much clearer understanding of the issues and contemporary debates that shape the development of education policy.

Tutoring Approach:

I have extensive experience of tutoring. I have worked as a tutor across KS3, 4 and 5. This has included one to one tutoring as well as in small intervention groups. I believe that intervention strategies such as tutoring can have an important role to offer when determining a learner's progress. It is not a linear process and effective tracking of a pupil's progress can allow informed decisions to be made on what interventions might be appropriate. Tutoring is one such intervention and something that can be employed effectively to help learners progress towards their predicted outcomes. However it is important that any tracking that is used to map a student's progress can be used confidently to determine the nature of any intervention or tuition. Clear communication between the tutor and tutee is essential and an understanding of what expectations are from both parties. In my experience it has been helpful to plan the process with short and medium term learning targets that will allow the student to demonstrate measurable progress at all times. Careful planning and a clear understanding of what the learning outcomes will look like is important if this is to be achieved.


  • Sheffield Hallam (2007) - Science Education (Masters) (✔ On File)
  • Worcester College (1994) - Science/Chemistry (PGCE) (✘ Not On File)
  • PNL (1986) - BSc Polymer Chemistry (Bachelors) (✘ Not On File)
  • PNL (1986) - ALSPT Polymer Technology (Professional) (✘ Not On File)
Native Language: English (British)
Availability: Weekends / Weekdays (all times)
References Available: Yes (✔ On File)

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