Waverley's tutors include a former school department coordinator with 12 years' teaching and mentoring experience, a UK-trained mathematics teacher with a PGCE and top academic honors, an Olympiad medallist, HSC high achievers (ATARs to 98.3), accomplished peer leaders and coaches, university-level teaching assistants, and experienced K–12 maths, science, music, and language specialists.
Getting my son started w ezymathtutoring was very easy. Very helpful, attentive and prompt staff in identifying what was needed and how the process works. Our tutor contacted me within 36 hours and was very friendly. The best part is after 2 sessions my son feels a connection with his tutor and feels she explains things in a way he understands. I look forward to more progress in the future.Julie, Waverley
Year 7 student Olivia worked on understanding pedigrees and homologous chromosomes in biology, also tackling past paper questions to prepare for her upcoming test.
In Year 10, Leni focused on financial maths, covering topics like deposits, repayments, and interest through textbook examples, as well as applying the speed-distance-time formula with practice problems.
Meanwhile, Year 11 student explored quadratic equations and their factorisation, along with reviewing variations on quadratics to strengthen algebraic problem-solving skills.
In Year 9 maths, messy and incomplete working was a recurring obstacle—one session noted "steps were skipped or misremembered," making it hard to catch errors with fractions and algebra.
A Year 11 student in trigonometry showed persistent over-reliance on the calculator, struggling when syntax errors arose under time pressure.
For English in Year 8, anxiety about extending ideas led to short PEEL paragraphs; feedback wasn't actively taken up between sessions.
In primary years, lack of daily revision meant key ratio concepts faded quickly, with confusion returning after just a week.
By exam periods, some students became mentally fatigued and resorted to guesswork instead of methodical problem-solving.
A tutor in Waverley noticed a Year 10 student who, after previously hesitating to ask for help, has begun openly checking her reasoning out loud and now tackles multi-step algebra problems without prompting.
In a recent high school English session, one student came prepared with his own plan for a writing task—something he'd never done before—and worked through constructing stronger paragraphs using the PEEL method.
Meanwhile, a Year 4 student who used to rush through reading passages is now pausing to identify key words before answering comprehension questions, leading to more accurate responses on her own.
