Lockleys' tutors include a 10-year private mathematics specialist and university mentor, an ATAR Dux with top maths and science prizes, experienced K–12 Kumon instructors, high-achieving STEM undergraduates, schoolteachers with postgraduate credentials, seasoned English and science educators, and accomplished peer mentors—offering expertise from primary support to Olympiad-level coaching.
Emmad is one of the best tutors we have used. He is knowledgeable, patient and effectively communicates maths topics. He works hard at not only relaying the topic that needs covering but understanding where your child's weakness is ( not necessarily understanding the topic but perhaps test anxiety or poor study habits for example ). I highly recommend him to anyone seeking a maths tutor.marianna nesbit, Lockleys
Year 4 student Portia practised volume calculations for rectangular prisms and revisited fraction equivalence using diagrams.
Year 8 student Tom focused on linear equations, including worded problems, and strengthened skills in factorisation and basic indices.
Meanwhile, a Year 10 student revised trigonometry with right-angled triangles and explored coordinate geometry concepts such as gradient and midpoint using graph sketches.
A Year 4 student often rushed reading aloud, skipping over punctuation and words—this led to confusion when tackling place value questions like "543,765." As one tutor observed, "reads a little too quickly without recognising punctuation," which made accurate number writing difficult.
In Year 8 algebra, setting out equations in columns was sometimes neglected, causing lost working and errors during factorisation.
Meanwhile, a senior student preparing for the Maths Pathways test misplaced values when entering data into a graphics calculator, having to wait for the school device due to online calculator confusion. Confidence dipped after these setbacks.
One Lockleys tutor noted a Year 10 student who previously avoided seeking help now initiates questions about unfamiliar algebraic processes, showing clear growth in self-advocacy.
A Year 8 learner, once hesitant to attempt long multiplication independently, surprised herself by working through all steps without prompts and checking her answers with the distributive law.
Meanwhile, a younger student in Year 4 began re-reading sentences out loud for clarity during reading tasks—she used to rush and skip tricky words but now takes time to sound them out before moving on.
