Hamilton's tutors feature a university maths lecturer with a PhD and glowing student praise, an HSC All-Rounder with a 99.7 ATAR and national competition success, experienced K–12 private tutors and peer mentors, specialist English and literacy educators, aspiring school teachers, and high-achieving university students in engineering, science, law, and medicine.
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.
Our son and Leo have been a good match. Leo has been great for him and he is very supportive. Our son has looked forward to their sessions which is exactly what I wanted him to fell confident and "want" to learn.Kylie, Hamilton East
Year 6 student Priya practised converting between decimals, percentages, and fractions, then solved money problems involving simple interest.
For Year 9, Ethan worked on linear equations—finding x- and y-intercepts from equations and rewriting them in the form y = mx + b—while also exploring gradient and midpoint concepts using diagrams.
Meanwhile, Year 10 student Alex reviewed financial maths by tackling depreciation calculations for assets and calculating dividend yields for shares with real-world examples.
A Year 8 student often estimated variable values in algebra instead of showing full working, as noted: "he skipped showing steps in algebra, which hid sign errors."
In Year 10, one student hesitated to attempt worded or abstract maths problems if the method wasn't obvious, tending to say "I don't know" rather than working through options.
A senior student repeatedly relied on plugging numbers into formulas without considering context—leading to confusion when question styles changed.
In each case, this meant slower progress with deeper concepts and difficulty recalling methods when faced with unfamiliar exam questions.
One Hamilton tutor noticed that Danika, a high school student who used to hesitate when spotting mistakes, now actively checks her work and even points out errors during sessions—something she was too shy to do at first.
Another older student, Liz, has started preparing her own study notes in advance of assessments and now comes ready with specific questions; this shift from passive learning to self-driven preparation marks a real change in how she approaches challenges.
Meanwhile, Lara in primary years recently recalled key formulas unprompted from previous lessons and completed new linear equation problems entirely on her own by the end of the session.
