Osborne's tutors include a mathematics Head of Faculty and SACE curriculum leader, a seasoned K–12 maths specialist with international school leadership experience, an ATAR 99.4 university maths scholar and Olympiad awardee, high school duxes in multiple subjects, experienced classroom teachers, and dedicated peer mentors, dance coaches, and youth leaders with proven student rapport.
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Standard My son has struggled for a while with Maths methods. Shamit has done wonders for my sons confidence and problem solving ability. Already we have seen C grades move to B+ grades.Warren, Osborne
Year 9 student Maddison discussed challenges in maths and focused on division, fractions, and algebra basics to build confidence for the year ahead.
For Year 11, Sienna worked through application of integration questions and revised key practice problems in preparation for an upcoming test.
Meanwhile, Year 12 student Olivia tackled derivative and integration techniques with a focus on finding equations of tangents to curves and solving kinematics questions using calculus methods.
Several high school students struggled with organizing their work and keeping up with assignments. For example, one Year 12 student couldn't locate completed homework, so valuable lesson time was spent redoing it together ("student couldn't find where she answered her homework").
In Year 11 Methods, another student rushed through assigned problems without using a provided cheat sheet, leading to incomplete understanding before an upcoming quiz.
Meanwhile, a Year 9 student missed practice opportunities by not attempting set homework or revisiting key trigonometry steps from previous lessons. These habits often meant confusion lingered just before assessments, causing unnecessary last-minute stress.
In primary years, a student repeatedly forgot both word lists and library books; in spelling activities, over-erasing mistakes slowed progress and increased frustration when fitting longer words into worksheets.
One Osborne tutor saw a big shift in a Year 11 student who, after often rushing and making errors in differentiation, now pauses to check her working and no longer repeats old mistakes when rules don't apply—she's showing more care with tricky calculus questions.
Another high schooler recently took the initiative to get a quiz returned from their teacher so they could go through each mistake; previously, this student avoided feedback altogether.
Meanwhile, Esther in Year 3 moved up four levels in reading and finished a much longer book aloud than she managed last term.
