Windsor Downs' tutors include a former Kumon early years specialist, selective school graduates with maths Olympiad and ICAS distinctions, an experienced CS Education tutor for Years 3–6 OC/Selective prep, a high-achieving Dux (ATAR 93), peer mentors and youth leaders, plus several university students in STEM fields with teaching and coaching experience.
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Proven Jordan seems to be doing a great job with Ruby after 2 lessons. I am happy for him to continue and hope that Ruby continues to improve.Beverley, Berkshire Park
Year 4 student Sienna practised the split and compensation strategies for addition and subtraction, and strengthened multiplication skills with a focus on times tables.
In Year 9, Chitleen worked through persuasive essay writing by applying the PEEL structure and analysing language techniques in texts like "Rabbit Proof Fence" and "Vertigo."
Meanwhile, Year 10 student Justin focused on film analysis of "Whale Rider," identifying key film techniques and structuring paragraphs for his informative writing tasks.
A Year 8 student's writing showed repeated issues with organizing ideas into clear paragraphs and overcomplicating descriptions—"he needs to learn how to simplify his essays," as one tutor observed.
When asked to describe a scene, sentences often ran together without periods, making the meaning hard to follow.
In Year 10 English, another student hesitated to use more complex language techniques, sticking closely to familiar vocabulary even when prompted for richer detail.
For a Year 11 Maths lesson, reliance on calculators sometimes replaced genuine working out; when a formula was forgotten, progress stalled entirely until notes could be found.
One Windsor Downs tutor recently saw a high school student who used to hesitate with essay writing now independently planning body paragraphs for an English assignment after taking feedback on board.
Another high schooler, after struggling with trigonometry, began actively working through problems in real time and was able to solve simultaneous equations without prompting—something he previously avoided.
In a younger session, a primary student who once needed frequent reassurance has started asking her own questions when stuck and quickly grasped new maths concepts; she finished a word problem aloud without pausing for help.
