Mount St Thomas's tutors include a New Zealand-qualified primary school teacher with over a decade of classroom and mentoring experience, a university lecturer and Assistant Professor in physics, HSC high-achievers including an ATAR 92.35 scorer and subject prize-winner, seasoned peer and camp tutors, Maths Olympiad and National Talent Search qualifiers, and academic medalists from top universities.
Skilled 
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Proven 
Skilled
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Skilled
Proven Sophie is so patient with my daughter and very encouraging when she "gets" it. My daughter tells me she is feeling much more confident with maths now and even in the classroom. Maths used to bring my daughter to tears, but now she feels she can understand more. Thank you, Sophie, you are fabulous.Nicki Madrid, Coniston
Year 5 student Isla worked on simplifying fractions and converting numbers to percentages, as well as applying order of operations.
For Year 10, Tom focused on algebraic expressions and survey questions, practicing skills such as simplifying fractions and working with coordinates.
Meanwhile, a Year 12 student tackled core calculus ideas by reviewing derivatives and integration formulas, ensuring understanding through chapter-based practice.
In Year 3, one student's spelling errors and incomplete PEEL paragraphs in English pointed to a need for clearer written structure—"I found some spelling mistakes in Keoki's books," the tutor noted.
Another Year 3 student struggled to keep focus during multiplication tasks, with distractions leading to missed steps as the lesson progressed.
In senior Mathematics (Years 10–12), several students avoided independent review after sessions, often leaving solved questions unpracticed before exams. "He needs to practice on his own the same questions to prepare himself for exam," was a recurring observation; this led to weaker recall when faced with similar problems under timed conditions.
In Mount St Thomas, Zane, a high school student, recently showed more initiative by working through chapter problems at home before sessions and arriving with specific questions—something he hadn't done previously.
In another session, Evie (Year 8) moved from making small mistakes when translating worded statements into algebra to completing them accurately and efficiently on her own.
Meanwhile, Natalia in Year 4 shifted from hesitating over her times tables to breaking down the multiplication chart independently during lessons and checking her answers without prompting.
