Tutors in Barragup include a UK- and Australia-qualified school principal with decades of international leadership, an ATAR 95.4 dux-runner-up and maths/physics university high-achiever, experienced K–12 mathematics tutors with postgraduate education credentials, a former secondary school computer/maths teacher, state-level competition winners, and passionate youth mentors from debate club presidents to early childhood educators.
Our tutor Laura was great! She helped my son in year 9 get back up to speed and he has thrived since having her assistance. My younger son was diagnosed with Dyslexia which meant he required more specialised tutoring on going but Laura was a huge support to him for the year they worked together. She was lovely and very accepting of my sons.Sally, Greenfields
Year 9 student Olly focused on interpreting and drawing Venn diagrams for probability, then applied these to solve multi-step problems.
For Year 10, Emily practiced expanding algebraic expressions using index laws and worked through finance maths questions involving simple interest.
Meanwhile, a Year 11 student reviewed the key features of linear functions—such as intercepts and gradients—and learned how to accurately graph them using Desmos calculator tools.
A Year 10 student sometimes didn't fully read questions in OLNA-style maths, which led to working errors and missed marks—"he skipped reading key parts of the question," one tutor noted.
In Year 8 assignments, another student showed confusion about where to start until specific directions were given; this delayed progress on tasks requiring independent planning.
Meanwhile, a senior (Year 12) preparing for trigonometry exams focused mostly on familiar problems during revision, avoiding trickier practice that would build confidence with new concepts. This meant exam nerves remained high when unfamiliar formats appeared.
One Barragup tutor recently noticed a big shift in Zack, a high school student who started the term hesitant with mental maths but is now confidently explaining his reasoning aloud—something he avoided before.
Georgia, also in high school, used to get stuck when new approaches were introduced; now she's quick to try different methods and can clearly explain assignment tasks back to the tutor without prompting.
Meanwhile, Emily in Year 6 has begun arriving at each session with her own list of questions and works through problems independently after brief explanations.
