Tutors in Cronulla include a UK university maths medalist and school dux, two K–12 classroom teachers with decades of experience, multiple HSC high achievers (ATARs up to 98.5), selective school and Extension Maths prizewinners, peer mentors, Sunday School educators, seasoned private tutors for all ages, and state-level music and sport coaches.
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.
Veteran 
Outstanding Shane helps me review and organises my notes and ensures understanding of my subject. I would highly recommend Shane in advancing any student to his or her full potential.Brodie, Cronulla
Year 5 student Thomas practised finding the volume of cubes and rectangular prisms, then worked on calculating area for irregular shapes using example diagrams.
For Year 8, Charlie tackled geometry with angles on parallel lines—identifying co-interior, alternate, and corresponding types—and solved problems involving exterior angles of triangles.
Meanwhile, Year 10 student Emily reviewed algebra techniques by solving simple quadratic equations and explored linear relationships through hands-on equation work.
A Year 11 student working on advanced trigonometric identities tended to practise only familiar, single-step problems; as a tutor observed, "she avoided combining concepts when faced with harder questions." This limited her exposure to the type of multi-step problems seen in exams.
Meanwhile, in Year 7 mathematics, one student's handwritten work was described as messy and difficult to read—particularly during long division tasks—which made it hard for both tutor and student to spot errors or track progress.
In senior Ancient History, a student left source collection until after writing drafts; this meant scrambling to find evidence instead of building arguments from sources at the outset.
A tutor in {SUBURB} noticed a Year 11 student who previously struggled to connect historical sources with essay questions is now confidently linking evidence to rubric points and applying different perspectives in practice essays.
In Year 9 maths, one student moved from hesitating over algebraic patterns to independently solving single-variable equations—she even started recognising recurring structures without prompting.
Meanwhile, a Year 4 student who used to avoid tricky addition problems now volunteers for the hardest ones and explains her method out loud before using counters. Last session, she finished all ten worded problems without any errors.
