Hove's tutors include a veteran primary teacher with nearly four decades' classroom experience, a secondary school teacher rated "outstanding" in the UK, an ATAR 99.00 graduate and Oliphant Young Scientist Award winner, experienced youth mentors, maths and science specialists, seasoned K–12 educators, and accomplished academic competition finalists and music 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.
Skilled 
Standard Very happy with the tutoring, very professional, and easy to set up. The tutor is great and very helpful. Excellent service. Thank you.Christina, Somerton Park
Year 7 student Ava focused on expressing decimal numbers as percentages and converting between fractions, decimals, and percentages, along with simplifying ratios.
Year 8 student Ben revised index notation with positive and negative powers of ten and practiced order of operations (BEDMAS) through multi-step algebraic equations.
Meanwhile, Year 9 student Emily tackled properties of circles—using a compass to bisect lines—and completed homework exercises involving ratios and rates.
A Year 7 student's algebra work showed reluctance to show full working, leading to missed sign errors when substituting values.
In Year 10, a pattern emerged in geometry tasks: diagrams and written explanations were often incomplete or hard to follow, making it tough to retrace reasoning on angle proofs.
For one Year 5 learner, unfinished homework meant times tables recall lagged behind, affecting progress with long division.
Meanwhile, a Year 9 student only practiced familiar BEDMAS problems during revision sessions—new question types were left untouched. Each moment narrowed growth and sometimes led to frustration mid-task.
A tutor in Hove noticed a real shift with a Year 9 student who previously hesitated to ask questions—this week, she paused mid-problem and requested clarification about exponents before attempting the next step herself.
In a recent session, a Year 7 boy who used to rush through maths tasks started double-checking his answers independently during decimal work, which meant fewer errors overall.
Meanwhile, a primary student became much more engaged in reading; instead of skipping over tricky words as he had before, he now stops to sound them out and self-corrects aloud when reading narrative texts.
