Tutors in Aberdare include a classroom teacher with a Master's in Education and years of K–12 experience, a Newcastle University physics major who excelled in advanced maths, an award-winning student leader and academic high-achiever, and dedicated mentors with backgrounds in music tutoring, peer support, youth volunteering, and creative arts.
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High school or primary, you'll get a tutor that fits your needs.
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You'll get feedback on each lesson, so you know how your child gets on.
Oshi has been very professional, friendly and accomodating. My children really enjoy their sessions with him and we have noticed improvements after 2 sessions and a huge jump in their confidence. He really focuses on areas my children need support with and works to make the sessions fun, yet very beneficial.Reine Megalli
Year 11 student Daniel focused on the introduction to complex numbers, including representing them on the complex plane and performing arithmetic with conjugates and modulus, as well as converting between polar and Cartesian forms.
Year 9 student Zoe worked through binomials and trinomials, practising factoring techniques and simplifying algebraic expressions using structured exercises.
Meanwhile, Year 8 student Emma reviewed linear equations before being introduced to quadratic equations, solving problems step-by-step to build confidence with new algebraic methods.
Messy written work appeared across year levels.
In Year 9 Maths, one student's "written solutions need a little work"—unclear steps made it hard to follow logic and spot errors in fraction simplification or binomial factoring.
In Year 11 Calculus, another skipped writing working for graphing limits, making review tricky: "He should remember to label his working out."
Year 5 English saw reluctance to write ideas down before stories, resulting in weak structure and missed punctuation.
When a Year 7 student guessed answers under time pressure in negative number problems, key concepts were missed—especially when distractions set in after an hour.
One Aberdare tutoring session saw a Year 11 student, previously hesitant to ask for clarification, now openly requesting feedback on his calculus working—especially when exploring limits and differentiability in piecewise functions.
Another high schooler who struggled with structuring essays has started coordinating ideas clearly, displaying well-chosen evidence and sharper topic sentences in her English drafts.
Meanwhile, a Year 5 student who used to quietly guess at fraction problems now confidently talks through her process out loud before answering, making fewer mistakes and explaining her reasoning step by step without prompting.
