Tutors in Eglinton include a 10-year Singapore-trained primary teacher and WA-accredited educator, a university-level science and maths tutor with high distinctions and peer mentoring experience, a seasoned K–12 maths tutor with six years' experience, an award-winning academic leader, and engineers and PhDs offering expertise across STEM subjects.
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Jack our tutor has been amazing for our sons confidence and has taught him to enjoy maths again and maths isn't hard when you are shown the simple way I only wish we had started this journey a lot earlier thank year 9Dinkleboo
Year 4 student Chloe built confidence with times tables through a quiz and practised identifying equivalent fractions, using number lines for visual understanding.
Year 7 student Jake focused on combining like terms in algebra and explored gradients by working through practice equations.
Meanwhile, Year 8 student Priya tackled linear equations and ratios, progressing to applying these concepts in real-world word problems for deeper comprehension.
In upper primary maths, one student often preferred to work out problems in his head rather than writing steps (sometimes Aidan does all his working in his head), leading to confusion on multi-step coin-counting and missing number tasks.
In lower secondary, another student hesitated to write answers for fear of making mistakes, which slowed progress in algebra and ratio problems.
Homework completion was inconsistent: Izzy had lost her whiteboard homework, causing missed revision opportunities.
Across English, some learners edited unnecessarily or skipped proofreading, so grammar and sentence errors persisted until discussed together during sessions.
One Eglinton tutor noticed a real shift in Caitlin, a high school student who now speaks up when she needs help—last week, she steadily worked through her homework and started to grasp gradients in algebra, after struggling with them before.
In another session, Dina independently edited her own story ending, using similes and onomatopoeia—a big step from earlier weeks where she hesitated to revise her writing.
With younger students, Izzy set her own learning goals at the start of the lesson and stuck to them throughout, driving her work without reminders. She finished every planned activity for the day.
