Tutors in New Lambton Heights include a university PhD mathematics scholar and ex-assistant professor, a 13-year veteran English teacher with over 24,000 hours' experience, an early childhood education leader, seasoned K–12 maths tutors with high academic honours (ATARs to 95+), peer mentors, and youth coaches skilled at engaging and inspiring students.
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Proven The tutoring with Paul was excellent and extremely professional and I have no hesitation in recommending him and your business as the conduit between the tutor and the client. Thank you for your professionalism and it has been a pleasure to deal with Paul and your firm.David
Year 3 student Julian worked on identifying faces, edges, and vertices of 3D shapes using hands-on questions, then practised two-digit addition and subtraction before tackling some challenging four- and five-digit calculations.
Year 9 student Emily focused on simplifying surds and indices, as well as rationalising denominators in index form.
Meanwhile, Year 12 student Josh prepared for HSC Physics by analysing the photoelectric effect and Einstein's postulates, alongside practising responses to extended particle theory questions.
A Year 8 student struggled to show all working in algebra, with the tutor noting, "demonstrating all steps of working out" remains a challenge—this led to hidden errors when negative indices appeared.
In Year 11, shallow written responses in HSC English limited marks: the lack of planning meant ideas stayed surface-level rather than being fully developed.
One senior student had difficulty managing time during trial HSC exams; rushing through calculation questions resulted in answers that didn't match formulas given.
Meanwhile, a primary-aged learner's avoidance of writing large numbers made multi-digit problems confusing and slowed progress on place value tasks.
One New Lambton Heights tutor noticed a Year 12 student who previously hesitated with financial maths now confidently tackles multi-step problems, especially after mastering compounding period conversions and choosing the right formulas without prompting.
In Year 10, another student who used to skip steps is now writing out every stage of worded probability questions, which helped him finally interpret "and/or" problems independently.
Meanwhile, a younger student in Grade 3 recently surprised his tutor by naming all the main 3D shapes correctly—something he'd found tricky before—and finished the session reading out each shape's features without pausing for help.
