Hemmant's tutors include an ATAR 99.1 Maths and Physics specialist with three years' experience, a UQ Academic Excellence Scholar and OP1 graduate who has tutored since high school, award-winning STEM ambassadors and peer mentors, national-level maths competitors, experienced robotics and ESL teachers, plus academic high-achievers in engineering, science, English and creative leadership roles.
Master 
Outstanding Renee is a good tutor with her structuring and delivery of content. My son has gained confidence and has improved with his ability towards Mathematics. Renee has positively impacted and imparted confidence to Ben and his ability to think things through.Karen, Wynnum
Year 5 student Daniel practised all four operations with decimals—addition, subtraction, multiplication, and division—without a calculator and reinforced rounding skills in context.
Year 8 student Grace focused on expanding brackets and solving both one- and two-step algebraic equations, working through examples to build confidence.
For Year 10, Sarah reviewed compound interest calculations using the formula and tackled index laws through targeted practice questions.
In Year 9, one student repeatedly relied on a calculator for basic arithmetic during coordinate plotting, which slowed problem-solving and affected confidence with manual calculations. "He used the calculator even when adding small numbers," noted the tutor.
A Year 11 learner tackled calculus exam revision but avoided unfamiliar question types, instead repeating only familiar fluency problems; this limited their ability to adapt in test scenarios.
In a Year 6 English task, missing homework and incomplete planning left writing pieces half-finished and lacking cohesion.
Another senior student arrived without a charged laptop or printed materials, disrupting focused work time.
One Hemmant tutor noticed a Year 11 student who previously hesitated to ask questions now confidently clarifies confusing concepts, especially in algebra—he'll pause the lesson to check his understanding rather than guessing and moving on.
A Year 9 student has begun tackling word problems by first scanning for key details and outlining their approach before asking for help, which marks a big shift from waiting passively for guidance.
Meanwhile, a Year 4 student who struggled with writing is now drafting topic sentences independently and weighing tutor suggestions against his own ideas before deciding how to proceed.
