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Dr. GP's Tutoring
Tutoring for progress
Hello
I am Dr. David Glynne-Percy
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UK-based, pedagogical coach, tutor and academic. I provide bespoke online tutoring to individual pupils and pedagogical guidance to schools to boost academic progress.
Online Tutoring
At tutor4progress I provide bespoke tutoring in the following topics:
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English Language and Literature GCSE and iGCSE
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Psychology A Level
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Study Skills.
At university level (undergraduate and Masters) I provide bespoke tutoring for:
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Psychology (qualitative methods)
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Education (including PGCE)
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Health/Social care
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Sociology (including PhD)
Specialist Tutoring Subjects
What students and parents say:
David was very helpful in providing feedback and was quick to respond to any follow up questions that I had by email
Priya
David was very helpful and understanding. He helped me creating the structure of my thesis proposal and gave me my confidence back! Don't even hesitate, he's my personal hero
John
I would recommend David anytime.
Bosede
School Consultancy
It is commonly known (and widely evidenced) that disadvantaged pupils encounter additional challenges and barriers, and often do not perform as well as other pupils. With the added pressure on school administration, teachers and reduced funding, many children are losing out on fulfilling their potential.
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Utilising existing pupil premium funding (Gov.com Pupil Premium Review, 2022), I provide proactive and effective engagement of disadvantaged students through the Cycles of Engagement model.​
The Cycles of Engagement model is constructed from data and findings from:
My doctoral research documenting success stories from pupil premium (Key Stage 2) children, experiencing adversity, who achieved better than expected.
Two years tutoring GCSE English Language and Literature to 157 pupil premium pupils (Key Stage 3 and 4). Many of these pupils were SEN, disengaged from their studies, and had disruptive behaviour.
Theoretical underpinnings from psychology, interest/motivation theory, sociology and philosophy.
This research and practice has led me to devise a teaching mechanism designed to generate the greatest academic progress in school for pupils facing deprivation and adversity.
The Cycles of Engagement model combines sequences of the highest positive effect interventions, as identified by the EEF, into a dynamic system that generates momentum away from barriers and challenges of disadvantage, propelling pupils towards desired outcomes of metacognition and self-regulation, internal locus of control, growth mindset and resilience.
Schools should aim to intervene with maximum positive effect. The Cycles of Engagement model provides a template, alongside detailed explanations of the best pedagogical practices, as demonstrated by research and practice, to maximise academic progress. As an intervention this model is designed to expand your school’s effect on improving the life chances of the least advantaged pupils.
