Heathcote's tutors include a qualified primary teacher with five years' classroom and K–12 tutoring experience, an HSC dux and Maths Extension 2 awardee, peer mentors and Kumon instructors, accomplished sports coaches for children, and several high-achieving university students—many with distinction averages or state-level academic awards—passionate about guiding young learners.
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Standard Matthew has been tutoring my two daughters in Maths. Both girls have been making steady improvements and a both very happy working with Matthew. He is very patient and knowledgeable.Amanda
Year 5 student Imogen focused on multiplication and division, including double-digit problems, using step-by-step practice.
For Year 10, Alex worked through algebraic skills involving BIDMAS (order of operations) and practiced solving equations with percentages.
Meanwhile, Year 12 student Maya reviewed Financial Maths concepts—such as annuities—and tackled past HSC questions on Critical Path Analysis to strengthen exam readiness.
In Year 8 English, one student hesitated to begin independent work without direct prompting, as noted: "she waited for my suggestion before starting each question." This reduced the opportunity to develop confidence in tackling unseen material.
A Year 11 Chemistry student left homework incomplete and rarely specified which areas needed targeted revision—making it harder to address gaps efficiently before exams.
Meanwhile, a Year 9 Maths student struggled with organizing working out clearly when converting decimals to percentages; missing steps often led to confusion and repeated errors. These habits sometimes meant more time was spent retracing old ground instead of progressing.
One Heathcote tutor recently noticed a Year 11 student who used to hesitate asking questions now openly seeks clarification when she hits confusing parts, which means she's finally tackling tricky maths problems head-on.
Another high schooler has started reviewing her old exam mistakes and can now clearly explain how she'd fix them—something she avoided before.
Among the younger students, one Year 5 learner began using her own notes to solve word problems independently, rather than waiting for hints.
Last session, that same student chose a new strategy on her own and finished all ten problems without errors.
