Tutors in Deebing Heights include a fully registered Queensland secondary school teacher with over a decade's classroom experience, an ATAR 99.45 graduate and Maths Ambassador, seasoned international mathematics lecturers, psychology and science specialists, and award-winning high-achievers skilled in mentoring, early intervention for special needs, and K–12 academic coaching across maths, English, and sciences.
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.
We are very happy with how things have started with Lexie and can already see my sons confidence in learning building.Tessa
Year 3 student Jay worked on telling time to the nearest 15 minutes and building confidence with addition and subtraction using practical examples.
In Year 4, Sophie focused on understanding fractions by comparing equal parts of shapes and practiced her times tables for 2s, 5s, and 10s through quick recall games.
Meanwhile, Year 5 student Ethan completed maths homework sheets covering column addition with carrying and subtraction with borrowing, also revisiting multiplication strategies for better fluency.
In Year 10, when working on Maths PSMT tasks, one student relied heavily on teacher drafts but didn't independently review feedback or seek clarifications—she needed reminders to check the teacher's notes for certain sections.
In a Year 7 English session, incomplete written scaffolds held back progress; the plan was in place, but the written work wasn't finished during tutoring.
Meanwhile, a Year 3 learner repeatedly mixed up hour and minute hands when telling time, which led to frustration and slower progress through worded problems involving clocks.
During spelling practice with a senior primary student, initial reluctance to use the suggested method resulted in slower improvement until extra repetition was added.
One Deebing Heights tutor noticed a Year 10 student who used to hesitate on statistics now confidently explains how stem and leaf plots work, tackling mean and median questions with less prompting.
In a recent Year 7 session, a student who often left homework unfinished managed to complete all assigned sheets and demonstrated clear understanding of column addition.
Meanwhile, a younger student in Year 3 surprised their tutor by asking for extra time questions after previously avoiding clock activities—this week, they read the hour and half-hour without help.
