Boat Harbour's tutors include a university mathematics PhD with rave student reviews, experienced school and IB teachers, K–12 maths and English specialists with years of private tutoring, a HSC All-Rounder (ATAR 99.7), award-winning peer mentors, published writers, and passionate educators spanning early childhood to advanced extension levels—all united by deep subject expertise and dedication to student growth.
She has been SUPER professional. I would recommend her without hesitation. She is responsible, has made a connection with my son, has communicated with me and kept me informed all the time. She is a great asset. We look forward to working with her in the future.Alex
Year 4 student Ava practised division and multiplication facts, then worked through basic angles using visual aids.
For Year 9, Ethan focused on algebraic equations—especially simplifying expressions—and tackled financial maths topics like simple and compound interest.
Meanwhile, Year 11 student Mia reviewed depreciation and shares in financial mathematics, applying formulas to calculate dividend yield and working through tougher exam-style questions for deeper understanding.
A Year 10 student in financial maths was hesitant with unfamiliar, wordy questions and often relied on plugging numbers into formulas instead of reasoning through the scenario—she is too reliant on putting numbers into a given formula. This meant that when problems changed format, she lost confidence and struggled to adapt.
In Year 8 algebra, another student would quickly say "I don't know" before attempting an answer, only finding it after prompting.
Messy or incomplete written work also appeared in senior classes; one tutor noted that "pen to paper" skills needed attention so students could review steps and catch mistakes independently.
One Boat Harbour tutor recently saw a real shift with Danika, a high school student who used to hesitate when she didn't understand something; now, she brings in questions from class each week and even organises her own notes for discussion.
Liz, preparing for her HSC, has started explaining tricky z-score problems back to the tutor—something she wouldn't have attempted before—and can now justify her answers independently.
Meanwhile, Lara (Year 8) showed new initiative by working through an unfamiliar geometry formula on her own during a session and successfully completed a challenging problem without help.
