Fairfield West's tutors include an HSC Maths Extension 2 graduate now studying Medicinal Chemistry, a James Ruse alumnus with a 97.55 ATAR and national maths awards, seasoned maths and science tutors with experience at leading centres, peer mentors and school Duxes, and accomplished university students across engineering, education, biomedical science and architecture.
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Sam has been an excellent, kind, understanding and patient tutor with Gabriella. Under his guidance she has made improvements in her outcomes and study habits in spite of her great difficulties with the subject. She had gone from a fail grade to a pass mark and has steadily applied herself more consistently to regular study thanks to Sam. We have nothing but praise for his abilities.Marti, Wetherill Park
Year 7 student Elizabeth revised surds and indices in preparation for an upcoming test, focusing on simplifying expressions and practicing key skills.
Year 8 student Elena worked through interpreting column graphs in data topics and practiced simplifying algebraic expressions by collecting like terms.
For Year 9, Jacob focused on solving equations with variables on both sides and expanded to equations involving brackets, using worked examples for clarity.
A Year 10 student arrived unprepared for a school test, only discovering it during class—this lack of organization meant key revision was missed and results suffered.
For a Year 8 student, homework was attempted just minutes before the session, with half forgotten and focus fading throughout; as one tutor put it, "he was very tired during the whole lesson."
In Year 6, skipping working steps and jumping straight to answers led to basic calculation errors in division tasks.
Meanwhile, a primary student avoided multiplication altogether due to not memorizing times tables, often leaving gaps when faced with these questions.
One Fairfield West tutor noticed a big shift in a Year 9 student who, after often hesitating to ask for help, now comfortably asks clarifying questions when confused—something he rarely did before.
In Year 11, another student began catching and correcting her own mistakes in scientific notation, quickly adopting new problem-solving techniques instead of repeating errors.
Meanwhile, a younger primary school student surprised her tutor by independently re-opening her notebook during fractions work to check past lessons for help—showing new initiative she hadn't demonstrated before.
