Douglas' tutors include a university medal-winning engineering lecturer, an ATAR 99.90 Dux and peer mentor, experienced maths and science tutors for K–12, a Kumon-trained primary specialist, school teachers with postgraduate education credentials, veteran sports and music coaches, and youth mentors with proven leadership guiding students in both academic and extracurricular pursuits.
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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.
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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 
Impressive 
Master 
Exceptional So far so good thank you, Maham and Louis get on well and she is very calm and patient and has boosted his confidence. So glad we did this.Deborah
Year 8 student Sophia reviewed simplification of index laws and worked through school-assigned questions on integers and order of operations.
For Year 10, Eve focused on trigonometry concepts such as finding unknown sides and angles in triangles, along with similarity and congruence questions from past exams, using step-by-step problem breakdowns.
Meanwhile, Year 11 student Isaac tackled chemistry topics including identifying ionic versus covalent bonds and determining chemical formulas for compounds.
In Year 11 Chemistry, a student struggled to locate the most updated assessment file during the session, slowing progress—"he could not locate the most updated version of the assessment which was a vital part of the discussion."
In Year 9 Maths, homework was left incomplete across several weeks, limiting feedback opportunities and practice with word problems and sign rules.
Meanwhile, a Year 7 English student's draft paragraphs lacked cohesion and needed clearer links to their thesis.
Each instance resulted in time lost clarifying basics or retracing steps instead of moving confidently into more complex material or exam preparation.
One Douglas tutor noticed Jacinta, a Year 11 student, taking real initiative in her English studies—she arrived at her session with a draft essay already written and had actively sought feedback from both her teacher and tutor, improving on previous drafts.
In Year 9 maths, Eve shifted from passively accepting mistakes to independently identifying where she went wrong on her test after revisiting textbook exercises together.
Meanwhile, Lauren (Year 8) surprised her tutor by asking questions whenever stuck during their first lesson—a big change from holding back previously—and worked through Pythagorean theorem problems without prompting.
