Herston's tutors include a UK Higher Education Academy-accredited educator with 4+ years' university teaching, an ex-school Dux and peer mentor with OP1 and multiple academic scholarships, seasoned K–12 science and maths specialists—including a former Kelvin Grove State College teacher—and award-winning researchers, STEM ambassadors, published authors, and experienced youth workshop leaders.
Skilled 
Standard
Skilled
Standard Riya is great and Molly already feels better about having a go and asking Riya for support with Maths. So a great match, many thanks as Riya is super dependable as she is amazing at communicating and supporting Molly with strategies etcCarmen, Alderley
Year 7 student Chloe worked on converting between decimals, fractions, and percentages as well as tackling introductory probability questions.
In Year 10, Sam focused on applying trigonometry to real-world problems and practiced solving simultaneous linear equations algebraically.
Meanwhile, Year 11 student Mia explored genetics by discussing inheritance patterns and compared the processes of mitosis and meiosis using diagrams for clarity.
A Year 8 student often forgot formulas for area and circumference, needing frequent prompts before attempting questions on circles and triangles.
In a recent algebra session (Year 9), she gave up easily when faced with expansion tasks, showing low motivation and reluctance to revisit earlier feedback or attempt corrections.
For a Year 6 learner, not writing out number sentences in fraction problems made it difficult for her teacher to follow her logic—missteps went unspotted until answers were checked.
During data analysis in Year 10, confusion about which values to use for mean and median led to repeated errors, as she avoided reviewing prior mistakes.
One Herston tutor noticed a Year 11 student who'd struggled with algebraic linear equations finally work through problems independently after two weeks of guided practice—a clear shift from confusion to self-sufficiency.
In another session, a Year 9 student who used to avoid asking for help began proactively raising questions about concepts she found tough in class, showing new initiative and ownership over her learning.
Meanwhile, a Year 5 student, once hesitant with fractions and decimals, was able to sort decimals and apply methods to different question types on her own during tutoring.
