Tutors in Crawley include a national science competition winner, an experienced high school and secondary maths tutor, a former university lecturer and peer mentor, multiple PhD and Master's candidates in engineering, psychology, and data science, plus volunteers and mentors with hands-on experience teaching or supporting K–12 students across academic, creative, and wellbeing programs.
Kate has been great with my daughter Kaylee. Kate quickly and easily identified areas of improvement for Kaylee and the relationship between the two is going well also which we consider an important factor. Kate really is one of the best tutors we have had.Rodney
Year 7 student Tanisha focused on trigonometric functions, specifically working through where and why she finds these challenging.
In Year 10, Chloe prepared for an upcoming Matrices test by tackling matrix operations and understanding adjacency matrices as used in different graph types.
Meanwhile, Year 4 student Sofia practised addition and subtraction of two- and three-digit numbers along with revision of multiplication tables for improved number fluency.
In Year 8 Maths, one student often avoided writing out steps when tackling equations, preferring to "solve in his mind"—this led to confusion and errors, especially as problems became more complex.
In Year 11 English, another student struggled with essay planning and left arguments underdeveloped; a tutor noted, "he needs more practice in forming concise points which support his argument."
Meanwhile, in Year 6 Maths, a student was quick to use the calculator before attempting questions independently. These habits resulted in lost marks or incomplete understanding during assessments, causing visible frustration and dented confidence mid-task.
A Crawley tutor recently saw Chloe, a high school student, start making her own summary notes during lessons—she'd previously relied only on verbal explanations, but now refers back to her written notes when tackling practice problems in Matrices.
In another session, Gabriel, also in high school, showed a shift by recalling formulas for area and volume from memory without prompts; earlier sessions had him frequently pausing to check or ask for reminders.
Meanwhile, Flynn (Year 6) moved from needing step-by-step help with rearranging equations to working through hypotenuse problems independently after just a few guided examples.
