Tutors in Abermain include a classroom teacher with a Master's in Education and early childhood expertise, an accomplished maths and science tutor with Olympiad accolades and international scholarships, experienced peer mentors, creative writing award winners, music tutors, and high-achieving university students—many recognised for academic excellence and leadership with proven experience supporting K–12 learners.
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Carefully screened, fewer than 10% are good enough to work with us.
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You decide where and when to meet. As little or as often as you want.
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Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
EzyMath worked to find a replacement tutor after our first one wasn't the right fit for our daughter. Communication is great. Her current tutor is great and my daughter is starting to feel confident with her Specialist Maths again.Catherine B
Year 10 student Ethan worked on surds and indices, focusing on negative and fractional powers, as well as expanding and simplifying index expressions.
For Year 11, Sarah practised calculus skills including product and quotient rules for differentiation, and applied first and second derivative tests to sketch unknown functions.
Meanwhile, Year 9 student Mia revised linear equations—solving for unknown variables and clearly setting out her working steps in multi-step algebraic questions.
A Year 10 student in Algebra was observed to leave solutions unclear, making it hard for others to follow his logic—"his written solutions need a little work."
In Year 8 English, skipping essay planning led to disorganised arguments and missed punctuation.
During a Year 6 maths session, guessing answers under time pressure meant careless errors crept into her calculations when working with negative numbers.
Meanwhile, a Year 11 science report lacked supporting diagrams and data tables; this made it difficult to communicate findings fully.
Each instance left the student or marker spending extra time trying to piece together reasoning or fix preventable mistakes.
One Abermain tutor noticed a Year 11 student who previously hesitated to attempt unfamiliar calculus problems now tackles linearisation and tangent questions with minimal prompting, even volunteering to explore new topics.
Another high schooler who used to rely heavily on examples during English essay planning is now independently gathering relevant quotes and structuring TEEL paragraphs, confidently linking evidence to her thesis.
Meanwhile, a Year 5 student—who once rushed through calculations—has started talking aloud through each step when solving fractions and probability, carefully checking her logic before moving on.
