Mount St John's tutors feature an ATAR 99.90 senior dux and experienced maths/science mentor, a Kumon assistant and private tutor with three years' experience across Prep–Year 12, multiple qualified primary/secondary teachers, an accomplished biomedical scholar and peer mentor, seasoned English specialists, school leadership awardees, and passionate coaches skilled in guiding young learners.
Skilled 
Standard Excellent to date. Kyle is on time always, and my granddaughter is learning the maths foundations that she's missing. Kyle is able to show many alternative ways of completing tasks.Anny Friis
Year 7 student Sophia focused on simplifying index laws and calculating order of operations using school test material.
Year 10 student Isaac worked through ionic and covalent bond interactions in chemistry, with practice questions on identifying compound types and writing chemical formulas.
For Year 11, Eve reviewed trigonometry problems from a past exam and tackled similarity and congruence questions, discussing strategies for both familiar and unfamiliar question types.
A Year 9 student did not complete several homework assignments in algebra and graphing, which led to difficulty keeping up with coordinate work. "She could not finish her assigned Homework again," one tutor noted, meaning new concepts built on shaky ground.
In Year 11 chemistry, another student arrived unprepared without an online textbook open; this slowed progress during gas law calculations.
A senior English student struggled to organise assessment drafts and locate updated versions of their tasks—vital feedback was missed as a result.
In each case, missing preparation or organisation directly blocked deeper learning and timely feedback.
One Mount St John tutor noticed Eve, a Year 10 student, starting to spot her own mistakes on school tests after reviewing just two textbook exercises together—she now actively pinpoints where she went wrong instead of glossing over errors.
In senior English, Jacinta recently arrived with her essay already drafted and feedback in hand from both her teacher and tutor, showing a big step up in self-initiative compared to earlier sessions when she waited for prompts.
Meanwhile, Lauren (Year 7) has begun asking questions mid-lesson whenever she's unsure about the Pythagorean theorem, rather than hesitating or staying silent.
