Tutors in Upper Hermitage include a PhD mathematician and Mensa member with decades of international teaching, high ATAR achievers and subject duxes, a university linguistics mentor, peer and youth leaders, an experienced primary education student, volunteer coaches, piano instructors, award-winning STEM graduates, and maths specialists training to become secondary teachers.
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Carefully screened, fewer than 10% are good enough to work with us.
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You decide where and when to meet. As little or as often as you want.
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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.
I could not be happier with Corinne. She is an intelligent personable young lady who has already helped Alexis so much.Renae
Year 8 student Dominic worked on understanding integers and evaluating numeric expressions, then moved to practice with order of operations (BEDMAS) using lots of examples.
Year 10 student Abigail tackled factoring quadratic expressions in different formats to clarify tricky areas, followed by an introduction to basic statistics concepts and terminology.
In senior years, Laura focused on the rules for differentiation and properties of derivatives, then reviewed antiderivatives and basic integral concepts in preparation for her STAT aptitude test.
Most students have shown steady progress and engagement, but a Year 9 student recently needed extra clarification when tackling graphing questions—"some clarification issues" meant confusion lingered after class until further discussion.
In Year 12, one student planned to finish the year independently, which may limit timely feedback on tricky concepts if support isn't sought early.
A primary student asked for more exercises during sessions to deepen understanding; while motivated, this reliance on in-session practice suggests less independent revision outside lessons.
The result: new skills are built, but moments of uncertainty or gaps persist longer than necessary between meetings.
One Upper Hermitage tutor noted a big shift with Dominic, a high school student who now regularly asks for extra problems to test himself—whereas before, he'd wait for guidance and was hesitant to tackle new questions alone.
Abigail, also in high school, has started bringing her own questions on linear relations and probability rules to sessions; she used to need hints but is now confidently clarifying her own points of confusion.
In Year 8 maths, Lachlan moved from passively listening to actively jumping into discussions and responding well when challenged on tricky concepts.
Last week, Dominic specifically requested practice exercises on frequency distributions for the next session.
