Oxford graduate, Academic Scholar, and lover of languages! I'm Debora, and I have been tutoring across language and subjects for 4+ years. I studied Spanish Language and Literature at Trinity College, Oxford (picking up a scholarship along the way), and I speak four languages: English, Spanish, French, and Russian. I'm also a writer, which means I bring a real feel for language and storytelling into everything I teach.

I've spent 100+ hours tutoring students from energetic seven-year-olds to adults brushing up their Spanish, across everything from KS1 English to university essay writing. My subjects span English Literature and Language, Spanish, French, History, History of Art, Drama, and Creative Writing, and I've worked with native English speakers and ESL learners alike, aged 4 to 40+. Before tutoring I also spent two years as an au pair and nanny, so I'm very comfortable working with young children.

My real passion is Oxbridge admissions mentoring. With 50+ hours of dedicated one-to-one experience, I've guided students through personal statements, mock interviews, and the whole nerve-wracking application process, and I know it inside out because I've been through it myself. I've volunteered as a mentor with The Clydeside Project, supporting students from non-traditional backgrounds, and most recently helped a student land an offer to read English Literature at Oxford. That one still makes me smile. 😊

No two students are the same, and no two of my sessions are either. Before we begin, I take time to understand exactly where a student is, what their goals are, and how they learn best. From there, every session is built around them specifically, never from a template.

For subject tuition, I combine close work on the curriculum with broader skills like critical thinking, essay structure, and analytical writing, skills that serve students well beyond the exam. For Oxbridge mentoring, I treat every session as both a skills workshop and a confidence builder.

Progress is measured not just by grades but by how a student engages with the material. When a student who was hesitant starts committing to their own interpretations, that is progress. I check in regularly, set clear targets, and make sure we are always moving in the right direction.