Beaumaris's tutors include a Master-qualified special needs educator and former school owner, an American-certified teacher with years of K–12 classroom and leadership experience, a Future Problem Solving international finalist (ATAR 99.10), VCE subject duxes, experienced youth mentors, peer tutors, Maths Olympiad participants, and accomplished coaches and leaders in debating, science, music, and sport.
Skilled 
Standard Gary has been a good personality fit with Myles. He has been gentle and encouraging and Myles is motivated to do more maths throughout the week where previously he was feeling it was all too hard.Meredith, Beaumaris
Year 8 student Jack focused on solving linear equations for his assignment and revisited the use of indices in measurement questions.
In Year 9, Mia tackled advanced algebraic concepts, including challenging problems from Chapter 4 and some extension work into Chapter 5, with extra emphasis on transformation of domains and ranges.
Meanwhile, Year 10 student Sarah concentrated on rates of change and a basic introduction to limits and derivatives, also reviewing key trigonometry concepts through recent assessment tasks.
A Year 8 student in maths often left working untidy, making calculation steps hard to follow—"needs to lay out his steps on paper," a tutor noted, which sometimes hid mistakes in multi-digit multiplication.
In Year 10 English, another student avoided taking notes during "A Midsummer Night's Dream" and struggled later to recall themes and character roles for essay writing.
For VCE Maths Methods, incomplete revision was evident: "needs to do the non-tech practice test tomorrow," yet missed homework meant she faced the test less prepared and more anxious about calculator skills under time pressure.
One Beaumaris tutoring session saw a Year 10 student who had previously struggled with essay introductions begin structuring them independently, showing much clearer arguments and linking evidence more effectively in their English work.
A Year 11 maths student, who used to hesitate when facing new topics, came prepared with her own questions for the tutor and worked through challenging rate of change problems confidently, even writing out detailed working without prompting.
Meanwhile, a younger student started verbalising his thought process during problem-solving—something he hadn't done before—which helped him organise his calculations more neatly and spot mistakes on his own.
