One-to-one Computing and ICT tuition

Computing and ICT tutors for coding, exams and everyday IT

Find online support for understanding code, using software or preparing for a Computing or ICT course. Start with the task you want to master, whether you are choosing lessons for a child or learning for yourself.

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Share the school year or course, programming language or software, and one piece of work that is causing difficulty. These details help a tutor distinguish a gap in subject understanding from an unfamiliar application or a problem explaining an exam answer.

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Tutoring brief
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How one-to-one tuition can help

Understand what each line of code does
Build and check spreadsheets, documents and other ICT work
Prepare for the learner’s exact course and assessment

Available tutors

Compare Computing and ICT tutors

4 tutor profiles selected

Look for experience with the learner’s stage and the language, software or course they use. Discuss that fit with a tutor, or include it in a matching request.

Robin Gibbons

★ 5.0

Founder & CEO

Sheffield, United Kingdom

£75.00 per hourDBS checkediAccepting enquiries

BiologyChemistryComputing and ICTFurther Maths+2 more

Holds A, A, A for Mathematics, Physics and Computer Science at A-Level.
Holds 2 A**'s, 2 A*'s and 3 A's for Physics, Computer Science, Chemistry, Biology, Mathematics, Geography and English Literature at GCSE level.
Robin currently manages Latimer Tuition, a successful tutoring agency comprising of over 120 tutors working with clients on his behalf.
He charges £75.00 per hour for 1-1 sessions.

Robin Gibbons tutors Mathematics, Physics and Computing and ICT from KS2 to A-Level, drawing on experience that began while he was at secondary school and providing lesson reports.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Robin.

View Robin’s profile

Kevin Titus

Mathematics and Computer Science Specialist

Cardiff

£35.00 per hourDBS checkediAccepting enquiries

Computer ScienceComputing and ICTMathematicsMusic+2 more

Over 3 years' of tutoring experience, supporting students from KS2 to A-Level in Mathematics, Computer Science, and Music.
Currently studying towards his integrated Masters in Computer Science and Software Engineering at the University of Birmingham.
Holds A*,A*,A for Mathematics, Computer Science, and Music at A-Level.
Holds 13 A*s for his GCSEs.
Experienced in exam preparation, helping students develop effective revision techniques and strategies for success.
Volunteers as a Cadet Forces Adult Volunteer with the Royal Air Force Air Cadets, working with young people. Served for 7 years, reaching the rank of Flight Sergeant, and specialises in delivering Cyber training and the Level 2 Aviation BTEC qualification.

Kevin is a Computer Science and Software Engineering undergraduate who tutors Computer Science from KS2 to A-Level, using clear explanations and tailored exam strategies.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Kevin.

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Jelan Aruno Jesuthasan

Qualified Mathematics and Computer Science Teacher

Maesteg, United Kingdom

£50.00 per hourDBS checkediAccepting enquiriesQualified teacher

Computer ScienceComputing and ICTMathematics

Jelan is a dedicated educator with an enthusiasm for teaching Mathematics and Computer Science across various awarding bodies.
Holds a Postgraduate Diploma of Science in Computer Science from the University of Peradeniya.
Also holds a Master of Science in Health and Social Care Management from the University of Bradford.
Currently pursuing Further Studies leading to a PhD.
With experience as both an examiner and moderator, Jelan is well-equipped to offer guidance and support for examination preparation.
Currently teaching Computer Science, ICT, Digital Technology and Mathematics for Key Stage 3 to GCSE, and A-Level cohorts.

QTS-qualified gcse maths tutor and computer science tutor teaching Key Stage 3 to A Level. Experienced examiner and moderator who provides exam-prep support, session reports, and optional free homework.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Jelan.

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Alexander Geoman

★ 5.0

Mathematics, Science and Computer Science Specialist

Stevenage, United Kingdom

£35.00 per hourDBS checkediAccepting enquiries

Computer ScienceComputing and ICTMathematicsNumeracy+1 more

Currently studying for his Bachelors of Science in Computer Science with Artificial Intelligence at the University of Nottingham.
Holds A*, A, A for Computer Science, Economics, and Mathematics at A-Level.
Holds A**s in Computer Science and Religious Studies, A*s in Mathematics, Biology, Chemistry, Physics, Geography and History, and As in English language and English Literature at GCSE level.
Holds numerous UKMT Maths Challenge Awards (Bronze-Gold).
Holds a Jack Wilson award from In2ScienceUK for endeavours in Computer Science.
Alex employs a systematic method for learning and continually monitors students' progress to enhance performance within exams.

Alexander is a Computer Science tutor supporting learners from KS2 to A-Level, with a systematic approach, progress monitoring and lesson reports to help keep learning on track.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Alexander.

View Alexander’s profile

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Choose the kind of Computing and ICT help you need

Computing and ICT covers several learning goals. In England’s school curriculum, computing brings together computer science, information technology and digital literacy. Practical computer use also matters outside school: an adult learner might want to organise files or produce a useful document without following an exam course.

These examples show how the tuition brief changes. The school curriculum examples below apply to England; for other UK nations or exam boards, use the learner’s own course information.

Everyday IT and complete beginners: Start with a task such as saving a file where you can find it again, creating a document or handling information in a spreadsheet. Look for patient explanations using the device and application you actually use.
Key Stage 2 computing in England: Writing and debugging simple programs involves putting instructions in order, making choices and repeating actions. A useful starting task is to explain what a short program should do, then locate the instruction that makes it behave differently.
Key Stage 3 computing in England: Pupils use at least two programming languages, including a text-based language, and meet logic, binary representation and projects combining applications. Tuition can focus on the step from copying instructions to explaining and changing them.
GCSE Computer Science: OCR J277 example: OCR J277 has two equally weighted written papers, covering computer systems and computational thinking, algorithms and programming. The learner needs practice explaining systems as well as tracing and correcting code; a working program alone does not show how they will answer a written question.
A-level Computer Science: AQA 7517 example: AQA 7517 introduces greater depth in data structures, including stacks, queues and graphs. It combines an on-screen programming exam, a written exam and a practical project. Compare tutors against those particular demands when planning support beyond GCSE.

Next step

IGCSE ICT needs practical application work as well as theory

For Cambridge IGCSE Information and Communication Technology 0417, examinations in 2026–2028, preparation includes theory and practical tests. The practical work covers documents, databases and presentations, together with spreadsheets and website authoring.

Tell a prospective tutor which applications the school uses and which tasks need attention. For spreadsheet work, for example, the syllabus includes cell references, functions and sorting data. Practising a calculation is a starting point; the learner also needs to choose an appropriate formula and check that the resulting file meets the task. For document or presentation work, bring the task instructions as well as the file so feedback can address what was requested.

A useful lesson brief names a difficulty such as “my formula gives the wrong result when I copy it” or “I cannot produce the requested database output”. This gives the tutor a more precise starting point than asking for general ICT revision. Use the examination year, course code and software when agreeing preparation.

Next step

Cambridge IGCSE ICT 0417 syllabus for 2026–2028

A programming example: why does this total print 2?

Consider this small Python practice task. The aim is to add the scores 3, 5 and 2, but the program prints 2.

for score in [3, 5, 2]:
    total = 0
    total = total + score
print(total)

score takes each number in the list in turn. total holds the running amount. The indented lines repeat for every score, so total = 0 wipes out the earlier additions each time. The totals after adding are 3, then 5, then 2.

Move the starting value outside the loop so it is set just once:

total = 0
for score in [3, 5, 2]:
    total = total + score
print(total)

Now the total changes from 0 to 3, then 8, then 10. print(total) sits outside the loop and displays the final answer. A better explanation is: “I keep the previous total and add the next score to it.”

For a follow-up, replace the last score, 2, with 4. Predict the answer before running it: the running totals become 3, 8 and 12. A beginner can fill in one step at a time; a more confident learner can explain the correction without prompts. This constructed example shows the kind of reasoning to look for in tuition, using Python as one possible language.

An ICT example: make the spreadsheet respond to a change

Here is a simple Excel practice sheet using invented shopping data. B1, C1 and D1 contain the column headings; row 2 contains the values.

Cell	Meaning	Starting value
B2	Quantity	3
C2	Unit cost in pounds	4
D2	Total cost in pounds	12

Typing 12 into D2 gives the right answer for three items costing £4 each. But change the quantity in B2 to 5, and that typed answer stays at 12. It no longer describes the purchase.

Replace the typed answer in D2 with =B2*C2. The equals sign starts an Excel formula; B2 and C2 are the addresses of the cells to use, and * means multiply. With Excel’s default automatic calculation enabled, the formula shows 12 for the original values and 20 when B2 changes to 5. If the workbook uses manual calculation, recalculate before checking the result.

The improvement is a formula that uses the inputs, with a check that it still works after a change. For the next task, leave the quantity at 5 and change the unit cost in C2 to 6: predict 30, then check the sheet. This is a beginner example; an IGCSE ICT learner can build on it by practising the references and functions required by their syllabus.

Next step

Microsoft’s guide to cell references in Excel

Turn the starting difficulty into a useful lesson plan

Use the profile and introductory conversation to discuss the learner’s actual work and how the tutor would approach it. The following is a possible tuition sequence to agree together.

Match the expertise to the task
Check relevant stage or course experience, the programming language or application, and the learner’s goal. Being able to teach a beginner loop and being able to prepare a database practical are different strengths; ask about the one you need.
Find the point where understanding breaks down
In a teaching lesson, begin with one short attempt. Ask the learner to explain a line of code, a formula or a choice in a finished file. That can show whether the next priority is understanding the idea, using the software or explaining the result.
Agree how the task will be made manageable
Discuss what helps the learner follow instructions: a partly completed example, a short written sequence, larger text or a slower demonstration. If a learner has particular access or learning needs, ask about the tutor’s relevant experience and agree the adjustments individually.
Review what the learner can do independently
After explanation and guided practice, try a similar task with one change. Keep the first and later attempts so the learner can point to an error they can now explain or a task they can complete with less help. Use that evidence to choose the next priority.

Prepare the device, software and practice files

Latimer’s one-to-one tuition is online-first. Microsoft Teams is the default meeting platform, and you and the tutor can agree an alternative. Confirm the programming editor or application needed for the subject work as well as the meeting platform.

Before a lesson, open the practice file and check that you can use the relevant software while speaking to the tutor. If joining the call or finding a file is itself difficult, say so when arranging the lesson.

Use dummy information in shared files. Keep passwords and private account details out of shared work, and check installation restrictions before adding software to a school-managed device. Agree any useful display or accessibility settings in advance so lesson time can focus on the learning task.

Compare costs and discuss the fit before booking

Each Latimer tutor sets their own hourly rate, shown on their profile. Compare that rate with the support you need, and agree lesson length, frequency and any software requirements before booking. A clear plan for the next few learning priorities gives you something concrete to weigh alongside the price.

Latimer uses pay-as-you-go billing. You can submit a free matching request and arrange a free introductory meeting to discuss goals, teaching approach and lesson arrangements. Use that conversation to decide whether the proposed support fits the learner and your budget.

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Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

Can a complete beginner learn practical IT without starting with coding?

Yes. A practical goal might be creating a document, organising files or using a spreadsheet. Start with the task you want to complete and tell the tutor which parts of using the device are unfamiliar. Ask for support that lets you practise the steps yourself. Our basic IT skills tuition page focuses on this kind of starting point.

How often should Computing and ICT lessons take place?

Agree the frequency around the learner’s starting point, goal, deadline and time to practise. If there is an assessment coming up, identify the most pressing topics first. Allow time between lessons for a small task the learner can attempt independently, then review the arrangement using that work. There is no single schedule that suits every coding, exam or practical IT goal.

Can a tutor help with an A-level computing project?

Discuss the learning need and the school or college’s rules before arranging project-related support. For AQA A-level Computer Science 7517, submitted work must be the student’s own, and the centre records additional permitted assistance. Use separate practice tasks to learn a technique, then apply the understanding independently within the centre’s rules. The AQA assessment administration guidance explains those requirements.

Can lessons be in person?

An in-person lesson requires an individual arrangement. Include the location and travel requirements in your enquiry so you can establish whether a suitable arrangement is possible before booking.

What if I do not know the exam board or course code?

For school or college exam preparation, ask the teacher for the full qualification name, board, course code and examination year. A heading on a worksheet or course document may help identify them. You can still describe the difficult topic in an enquiry, but confirm the course details before choosing exam-specific resources. For a personal software goal, name the application and task instead.

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Computing and ICT tutors for coding, exams and everyday IT

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