Logan's tutors include a secondary school English teacher with a Master of Education, an ATAR 99.10 graduate and subject award-winner in Chemistry and Physics, an experienced K–12 tutor and mentor, Junior Engineers' assistant instructor, a Maths/Computer Science major with music teaching experience, plus academic duxes, youth leaders, and accomplished university students across STEM and humanities.
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Carefully screened, fewer than 10% are good enough to work with us.
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High school or primary, you'll get a tutor that fits your needs.
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Veteran 
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Proven Tutor sessions with Hamish has been good. Tevita advised he feels a lot more confident with his maths. Sessions with Hamish have definitely been beneficial for Tevita leading up to his Exam, which was today.Melanie, Logan
Year 5 student Logan worked on mastering multiplication tables from 2 to 9, focusing both on oral recall and written practice for the higher tables.
In Year 10, Jayden practiced using tree diagrams to solve conditional probability problems and also revised linear equations with a focus on algebraic manipulation.
Meanwhile, Year 11 student Hannah reviewed managing money topics by working through tax return calculations and applied these skills in exam-style questions as part of her Money, Travel and Data unit.
In Year 4, several students struggled to recite times tables fluently; one needed to "learn them by heart" as gaps caused hesitation when solving multiplication problems aloud.
A Year 8 student tackling boxplots and quartiles sometimes forgot methods and relied on the tutor for reassurance, which slowed independent progress.
In Year 10 mathematics, self-doubt was evident—one student "needed to recheck her work often," leading to hesitancy in submitting answers or moving forward.
For a senior Maths Methods task, skipping steps in algebra meant errors went unnoticed until feedback was given: "he jumped straight to the answer instead of breaking it into steps."
One Logan tutor noticed a Year 8 student who previously hesitated to ask for help now regularly points out exactly where she gets stuck and checks her understanding before moving on.
In Year 11 maths, Joshua has shifted from needing step-by-step support with turning points and points of inflection to working independently, getting most answers right without prompting.
Meanwhile, a primary student who often guessed at times tables has started attempting them mentally first—even if unsure—showing real effort to use strategies rather than guessing. At the end of her lesson, she asked for extra practice questions.
