Lovely Banks' tutors include a secondary school maths and science teacher with years of classroom experience, an ATAR 96 achiever and multi-award winner in Biology and French, a certified English teacher with international K–12 teaching experience, an AMC top 15% maths student, experienced peer mentors, and passionate university scholars in education, IT, engineering and biomedical science.
Master 
Outstanding 
This is week 3 for Brandon and so far so good. He relates well and is comfortable with Marcus which is a compliment to Marcus. I did notice that whilst doing his homework Brandon was able to go back to his previous working out strategies Marcus showed him and he was able to figure it out himself. I'm glad I finally made the decision to get a tutor I wish we did this sooner.Rowena
Year 8 student Jack worked on multiplying and dividing fractions as well as connecting fractions, decimals, and percentages using practice exercises.
For Year 10, Emily reviewed adding and subtracting algebraic fractions before moving into scientific notation through a chapter progress quiz.
Meanwhile, Year 11 student Olivia focused on graphing quadratics by sketching parabolas using turning points and transformations, applying these skills to real-world contexts with textbook examples.
Several students across Years 7–10 displayed a recurring process challenge: not fully reading or re-reading questions before answering, leading to confusion about what was required.
For example, during Year 8 algebra sessions, "he confused himself by not reading the question correctly," which meant time was spent clarifying intent instead of progressing.
In Year 9, one student's focus sometimes slipped during statistics work, causing minor distractions and missed details.
These moments resulted in extra backtracking or incomplete understanding during lessons, as seen when a Year 10 student remarked on being "a little tired" and struggled to keep attention fixed on key steps.
A tutor in Lovely Banks noticed that Zack, a high school student, has become much more proactive about his learning—he now regularly asks for clarification on algebra and probability problems instead of quietly moving on when confused.
Another high schooler, Aiden, recently started using "back-checking" without prompting; after making an error in a trigonometry question, he independently reworked it until he found the mistake and got it right.
Meanwhile, Hudson in Year 8 has shifted from guessing at fraction problems to talking through each step out loud before writing down answers. Last week, he completed all his set homework with every solution neatly shown.
