Bonython's tutors include a registered teacher with 22 years' classroom and tutoring experience, a PhD-qualified university lecturer in maths and physics, high school and IELTS specialists with proven results, experienced K–12 mentors, early childhood educators, and accomplished graduates in science, engineering, health and software—all sharing strong academic records and genuine passion for teaching.
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.
Master 
Outstanding 
James is amazing. He has such a great composure and communication skills that helps put Eddie at ease and feeling confident about maths!Brad
Year 8 student Christian focused on solving simultaneous equations using the elimination method and revising quadratic equations, including factorising techniques.
Year 9 Sophia worked through function notation and term substitution, practising how to substitute values and interpret results in algebraic expressions.
Meanwhile, Year 6 Jack tackled multiplication algorithms as well as division strategies, with a particular emphasis on laying out calculations clearly and understanding each step.
A Year 11 student had not completed any extra exam revision since the last session, so independent study habits need strengthening—"Jay hadn't done any extra revision for her exam."
In Year 8 mathematics, one student repeatedly left their notes at school, making it difficult to reference past material or consolidate learning between sessions. As noted in a senior session, "notes were again left at school," which meant time was spent re-teaching rather than building new skills.
Meanwhile, a Year 5 student tried to solve problems mentally instead of writing out working, leading to overlooked errors and missed steps during division practice.
A tutor in Bonython noticed a big shift with one Year 10 student who started using written study cards independently for tricky algebra steps—something he'd avoided before—and now refers to them independently when stuck.
In another session, a high schooler who used to hesitate is now openly asking questions when simultaneous equations don't make sense, instead of just nodding along.
A younger student showed real progress by finally setting out her working clearly and remembering to use BODMAS rules after previously struggling with order of operations; she completed a full worksheet without needing reminders.
