Tutors in King Scrub include an English teacher with postgraduate credentials and K–12 expertise, a school Dux and subject-first all-rounder with specialist maths and biology tutoring experience, seasoned learning support officers for special needs, university science and engineering students with 96+ ATARs, music and sports mentors, peer leaders, and accomplished academic award-winners.
Skilled 
Standard My son had changed teachers a few times during the last 12 months and fell behind in math. After 4 weeks of tutoring with Teresa he doubled his test score. He is happy and settled and now has a structured approach to his learning. Thank you .Michelle
Year 6 student Darell focused on identifying prime and composite numbers, along with practicing square and triangular numbers using exam-style questions.
For Year 8, Rebecca worked through simplifying ratios and rates, including some worded homework problems she hadn't completed in class.
Meanwhile, Year 10 student Joshua concentrated on trigonometry skills such as the sine and cosine rules, as well as transposing equations using targeted textbook exercises to prepare for upcoming assessments.
A Year 10 student was observed relying heavily on hints and reminders to recall key maths formulas, particularly with algebra and statistics. As one tutor noted, "he needed prompting to remember the formula for quartile ranges," which slowed problem-solving during revision.
In a Year 8 lesson, messy or incomplete note-taking made it difficult for the student to apply concepts independently—missed steps in equations led to confusion over how to proceed.
Meanwhile, a Year 6 student would quickly give up when unsure of an answer, often shutting down instead of attempting new strategies; this left several multi-step problems unfinished by session's end.
A tutor in King Scrub noticed Joshua, a Year 11 student, is now independently studying outside of lessons and actively asking for clarification when he's unsure—previously, he tended to wait for prompts rather than seek help.
Rebecca in Year 9 used to hesitate admitting gaps in her understanding but now openly identifies tricky topics and asks targeted questions; she recently adapted knowledge from class to solve unfamiliar frequency table problems on her own.
Meanwhile, Summer (Year 4) has become much more self-reliant with maths word problems, tackling addition and subtraction without waiting for hints and rating herself higher on money questions after practice.
