Narrabundah's tutors include a PhD-awarded machine learning scientist and mathematics prizewinner, a veteran primary school teacher with over a decade's K–12 tutoring experience, former secondary school teachers and university academics, an ANU Extension engineering scholar, experienced maths and science mentors, and dedicated private tutors passionate about nurturing young learners' academic growth.
Seasoned 
Impressive I can't express how awesome Peter was, keeping stress levels down, keeping focus and really drilling down in problem areas to help reinforce understanding. Peter was great with and for my son.Sharon
Year 8 student Ari focused on statistics, working through mean, median, mode, and box-and-whisker plots, then practiced creating and interpreting pie graphs and describing theoretical probability.
Year 8 student Muhammad concentrated on English skills by developing a collaborative crime fiction podcast assignment—profiling characters and drafting scenes—and also read "The Boy in the Striped Pajamas," answering comprehension questions and exploring vocabulary.
For primary support, Year 3 student Josh completed an English assessment covering reading comprehension and did a mini NAPLAN math test to check foundational numeracy skills.
In Year 8 English, one student forgot to bring his homework for the week, which limited his ability to review and apply feedback in session.
For a Year 9 Ancient History essay, another student deleted his draft after a last-minute format change but did not send a new version for feedback—he may have been pressed for time or reluctant to share, as noted.
In Year 7 Mathematics, a student struggled with showing working on linear graph problems, making it difficult to identify where misunderstandings occurred.
Meanwhile, a senior English student needed more organized planning before exams rather than relying on ad-hoc preparation.
One Narrabundah tutor recently noticed a Year 10 student who previously hesitated to ask questions now proactively requests clarification when stuck, especially during work on linear equations—marking a big shift from guessing through problems in silence.
In Year 11 English, another student took the initiative to revise his thesis statement after realising it didn't quite fit the essay prompt, making it clearer and more concise without prompting.
Meanwhile, a Year 5 learner who struggled with open-ended writing tasks has begun finding his own words for responses when given scaffolded support, rather than waiting for suggestions.
