Banks' tutors include a registered teacher with 22 years' classroom and exam coaching experience, an award-winning school leader and academic all-rounder, seasoned K–12 learning support assistants, a PhD-qualified university maths lecturer, specialist maths graduates, high school science medalists, and dedicated peer mentors with proven success guiding students from primary to Year 12.
Love your tutor or it's free. Guaranteed.
Carefully screened, fewer than 10% are good enough to work with us.
No booking fees, no hidden fees. Cancel any time, no lock-in.
You decide where and when to meet. As little or as often as you want.
All tutors have a valid working with children check
Reach goals and improve grades faster with private, 1-to-1 lessons.
High school or primary, you'll get a tutor that fits your needs.
Our tutors show WHAT to study + HOW to study
You'll get feedback on each lesson, so you know how your child gets on.
Seasoned 
Impressive 
Skilled
Impressive 
Master 
Exceptional 
Skilled
Impressive
Seasoned 
Standard
Seasoned
Standard
Seasoned
Standard
Seasoned
Standard
Paul was is an exceptional tutor and worked extremely well with our daughter. I cannot speak highly enough about Paul’s work and there were no issues with us finishing up.Andre
Year 9 student Emily focused on solving quadratic equations, both by factorising and applying the quadratic formula.
For Year 10, Liam worked through boxplots and scatter plots as well as setting up and solving inequalities from worded problems.
Meanwhile, Year 8 student Noah practiced simultaneous equations using substitution and solved linear equations, also reviewing how to expand binomials and factorise expressions for his homework.
A Year 11 student arrived to a session without having revised older exam topics, relying only on recent classwork and missing out on building deeper recall. As one tutor observed, "She hadn't done any extra revision for her exam since the last session."
In Year 8 maths, another student's written solutions were often messy and lacked clear formatting, which made it hard to spot errors when working through percentage problems.
Meanwhile, a Year 5 learner frequently left homework incomplete or incorrect; in-person support led to flawless work, but independent practice remained inconsistent—meaning skills didn't transfer smoothly between settings.
One Banks tutor noticed a high school student who used to hesitate with algebra now speaking up during lessons and successfully working through boxplot questions aloud, showing more initiative in problem-solving.
Another older student, initially unsure about study strategies for an upcoming exam, embraced writing steps on cards as memory aids—she now refers back to them without prompting.
In a recent primary session, a younger learner who once waited for hints started using the number line independently for addition tasks and explained his reasoning as he went.
