Glen Forrest's tutors include a 33-year science and maths teaching veteran with a doctorate, primary specialists with international classroom leadership, an ATAR 99.55 Mazenod dux and scholarship winner, experienced K–12 maths mentors, current education degree students, accomplished peer tutors, and seasoned camp leaders and youth coaches—all passionate about inspiring young learners.
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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.
Skilled 
Standard Watched Emma become more confident & improving in her area of struggle and have really appreciated the positive teaching styleDonna Goodlet, Glen Forrest
Year 5 student Sophia focused on probability as fractions, decimals, and percents, and also worked with the probability line to visually represent likelihood.
For Year 7, Max tackled simplifying algebraic expressions involving polynomials and practiced applying the distributive property to factorise terms.
Meanwhile, Year 8 student Ava concentrated on rounding decimals to one or two decimal places as well as whole numbers, using real-world examples for extra clarity.
A Year 10 student did not complete any set probability homework and, as one tutor observed, "she wasn't cooperative and didn't want to involve herself in the lesson, even though she has a test the next day." This lack of engagement meant missed opportunities for exam practice.
In Year 7 algebra, forgetting to bring a calculator and textbook led to delays starting equations tasks.
Meanwhile, a Year 5 student repeatedly left her story plan unwritten for homework; when asked about it, she became distracted by laptop use instead. The absence of written practice directly impacted her ability to draft introductions independently during lessons.
A tutor in Glen Forrest recently noticed a big change with one Year 10 student who, after weeks of hesitation, now openly asks for clarification on algebraic expressions instead of quietly guessing—making it much easier to tackle new material together.
Meanwhile, a Year 8 student who previously struggled to keep up with negative numbers was able to independently solve mixed problems using a number line, showing real initiative by checking her own work.
On the primary side, a Year 4 learner completed all their math tasks without reminders and even explained how to find the mean in her own words.
