Vermont South's tutors include an ATAR 99.65 scorer and Specialist Maths high-achiever, a university engineering sessional tutor, experienced K–12 private maths and English teachers, accomplished debaters and peer mentors, state champion student leaders, Kumon and school support staff, IB graduates, and multi-award recipients in academics, music, sport, and leadership.
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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
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We have had four tutors from Ezymath over the past 5 years on and off, and they have all been very good. Payment and arranging times etc has been easy. It is a flexible approach that allows us to manage the time we need. Our current tutor, Trip, is lovely and is working well on maths methods which is a subject we don't have the time to help with.Ro, Vermont South
Year 8 student Aidan focused on challenging fraction operations and applications of percentages, also tackling measurement problems involving volume and area of complex shapes like circles.
Year 11 student Maeve worked through the laws of indices by practicing skill-based questions and applying them to worded problems for deeper understanding.
Meanwhile, Year 12 student Billy prepared for an upcoming integration SAC by revising advanced integration techniques and practicing calculator skills essential for solving probability density function questions under test conditions.
The Year 7 student tended to skip writing out working for percentage conversions, as a tutor observed: "He prefers to solve in his head, but this led to confusion with details in application questions."
In Year 9 measurement, there was hesitation to attempt complex worded problems without immediate help, limiting confidence under test pressure.
A Year 12 student relied heavily on calculator outputs during calculus and probability tasks but occasionally missed errors due to lack of manual checking—"just assuming the answer is right," noted the tutor. This often resulted in overlooked mistakes and lost marks in practice exams.
A tutor in Vermont South recently noticed Maeve, a Year 10 student, start relying on her own bound reference rather than waiting for hints—something she'd hesitated to do before.
In senior classes, Billy now creates his own probability diagrams and tables to break down tough problems, showing initiative instead of just following along.
Meanwhile, Aidan in Year 7 has shifted from skipping straight to answers to writing full equations and working systematically through each step—he's begun slowing down and organising his thinking when tackling algebraic questions.
