Sailors Gully's tutors include a Master of Teaching candidate with extensive school-based experience, an award-winning VCE dux and maths mentor, a seasoned university science educator, a peer mentor in STEM outreach, published researchers in physics and chemistry, high-ATAR graduates, and accomplished volunteers skilled at engaging and inspiring K–12 students.
Seasoned 
Proven 
Seasoned 
Standard Seamus has been great for our 7 year old son. He has gone from no interest in maths to actually asking if he can have more lessons. Seamus is easy to approach and takes the time to understand the issues with learning rather than just applying a checklist and ticking boxes. I highly recommend Seamus.Michael
Year 6 student Zane worked on order of operations in maths, alongside English comprehension tasks requiring full-sentence responses to assess understanding.
In Year 8, Emily revised linear equations and practised essay writing using prompts from the novel *Wonder*.
For Year 10, Jack focused on solving quadratic equations in maths and continued drafting and editing his English essays for clarity and structure.
A Year 9 student became flustered when introduced to new algebraic concepts, leading to skipped steps and repeated mistakes—"more focus on the task can help… not repeat mistakes," a tutor noted.
In Year 11, missing homework meant text analysis skills couldn't progress, as original ideas were left unexplored and feedback unused.
One Year 6 learner struggled with lining up numbers in addition problems; untidy working made errors hard to spot.
A tired Year 3 student lost concentration toward lesson's end, leaving spelling tasks incomplete.
When a test review was planned for Year 12 maths, the test paper had been forgotten at home.
A Sailors Gully tutor recently noticed a Year 11 student who worked through composite functions ahead of class, even asking for harder questions.
In Year 8, one student began openly sharing when maths wasn't clear—instead of staying silent—and by the end of the session could tackle worded problems with less prompting.
Meanwhile, a Year 5 student who'd struggled to remember spelling words recalled all of them during writing tasks and independently added similes to her poetry for the first time.
