Tutors in Forest Lodge include a Cambridge O-Level distinction achiever and early childhood specialist, an IGCSE Maths tutor with proven grade improvement, a university medallist and creative writer, a seasoned MBA-level academic tutor and debate leader, plus passionate peer mentors, Olympiad participants, chess captains, and experienced K–12 homework helpers across English, maths, science, and languages.
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Pat has engaged my son to his best ever Maths results in yr 10 in a short time of tuition and Maths is now his strongest subject. Great outcomes and he continues to benefit from his weekly sessions with her. Thanks very much..highly recommend your service.John, Annandale
Year 4 student Blake worked on recognising fractions using the Fraction Run game and completed reading comprehension activities on Thunder and Lightning, as well as vertical algorithms for maths.
Year 8 focused on algebra with lessons covering adding and subtracting algebraic fractions, factorisation, and contextual problem solving using equations.
For Year 5, Aditi practised imaginative story writing by building a story arc in her short story "Turkey Head" and strengthened grammar skills through tense revision and vocabulary extension games.
A Year 4 student was reluctant to attempt persuasive writing, needing encouragement to start, and often hesitated with challenging maths reasoning tasks—"he doubted his ability and was slow to begin," noted a tutor.
In Year 7 maths, one student's distraction with online features like BitPaper tabs led to unfinished algorithms and interruptions in focus.
Meanwhile, a Year 9 student tackling algebra sometimes avoided self-editing, leaving errors uncorrected and missing feedback opportunities.
For a senior (Year 11) preparing for exams, over-reliance on calculators slowed manual calculation speed during factorization drills; this made timed practice less effective and increased anxiety under pressure.
A tutor in Forest Lodge noticed that a Year 9 student who used to procrastinate now attempts answers straight away, even when unsure—showing more initiative and less hesitation than before.
In another session, a Year 11 student who often struggled to focus was able to finish all their assigned homework without reminders and even asked for extra practice questions on topics they'd previously avoided.
For a younger learner in Year 4, using a visible "to-do" list helped him independently organise his tasks and move from one activity to the next with much less prompting than earlier sessions.
