Tutors in Cockatoo Valley include seasoned school teachers with education degrees, university lecturers and academic mentors, award-winning graduates with ATARs up to 96.3, experienced K–12 English and maths specialists, peer mentors from Trinity College and UniSA, plus child-focused tutors skilled in learning support, special needs, music instruction, and competition success.
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.
Skilled 
Proven 
Skilled 
Standard Joanna's fun and personalised approach to teaching has made a huge difference to Charley's participation in maths tutoring sessions. Joanna has a gift for presenting and describing information in a way that Charley can understand. We are thrilled to have Joanna supporting Charley.Sarah
Year 10 student Bella revised algebraic translations and transformations, then tackled SACE exam practice questions to strengthen problem-solving.
In Year 11, Marcus focused on discrete random variables and binomial distributions using real data examples.
Meanwhile, Year 12 student Olivia worked through calculus topics including definite and indefinite integrals as well as differentiation rules for exponential and trigonometric functions, with emphasis on applying each technique in exam contexts.
In Year 4 maths, incomplete times tables homework and continued reliance on fingers meant foundational skills didn't solidify as hoped—"she did not complete her homework of doing her times tables," noted a tutor, which slowed progress in division tasks.
In Year 11 calculus, revision was sometimes limited to familiar problems; when faced with challenging algebra or transformation questions, uncertainty showed because "more practice should solidify her understanding."
For TAFE students, messy written layout and infrequent independent revision led to confusion during BODMAS or worded problem-solving.
These patterns left less time for extension work or deeper exam preparation in each session.
A tutor in Cockatoo Valley noticed that Elysia, a high school student, now openly asks for clarification when she's unsure about a maths process—something she used to shy away from—which lets her grasp tricky BODMAS problems step by step and even develop her own "cheat sheets" for revision.
In another session, Jasmine (Year 10) tackled new algebra and calculus topics by reusing strategies from previous lessons; she showed initiative adapting these methods independently without needing prompts.
Meanwhile, younger student Jai took real pride in mastering skip counting by 3s using hands-on activities outside, confidently showing his mum how he could count along the brick pavers.
