Tutors in Exeter include a former Head of Mathematics Faculty with two decades' classroom and tutoring experience, ATAR 99+ achievers and subject duxes, an Australian Maths Olympiad medallist, passionate peer mentors and dance teachers, and specialists with postgraduate degrees—each bringing proven teaching skills and standout academic results to support local students.
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Seasoned 
Proven Lisa is an excellent maths tutor! She always comes well prepared, she is well organised, understanding, encouraging and friendly. So far, we are very happy with her.Nada
Year 9 student Maddison explored which maths areas have been most challenging, with a focus on algebra, fractions, and division, while setting goals for improved results.
In Year 10, Jay recapped multiplication, division, and fractions before beginning work on indices and Pythagoras' theorem using step-by-step examples.
Meanwhile, primary student Esther practiced reading aloud from "Wombat Stew" and completed her weekly word list to reinforce spelling skills.
A Year 10 student arrived to the session without any class notes and explained their teacher rarely gives feedback or help—making it tough to pinpoint where understanding breaks down, especially after quizzes ("I never see what I got wrong," they said).
For a Year 7 student, missing or incomplete homework was common; she couldn't locate her assignment during the lesson and had to redo it from scratch, which cut into time meant for new topics.
In Year 12 Methods, skipping written steps in algebra led to repeated sign errors that only became clear when prompted.
A primary student often forgot word lists and library books; as one tutor noted, "She seemed distracted this week and made lots of spelling mistakes."
One Exeter tutor noted a big shift for a Year 10 student who, after weeks of holding back, finally approached her teacher independently to get quizzes returned so she could review mistakes—something she'd previously avoided.
Another high school student has started talking herself through each maths step out loud during sessions and now writes her solutions logically rather than guessing, which marks real progress from earlier lessons when she rushed and skipped steps.
Meanwhile, in Year 3, Esther brought in her homework unprompted for the first time and spelled all her weekly words correctly on the first try.
