Kensington's tutors include a former school principal and professor with 16+ years' academic leadership, an Honours dux and university medallist in engineering, experienced K–12 maths teachers and mentors, Olympiad and ATAR high achievers, seasoned camp and club leaders, music educators, peer mentors, and passionate subject specialists spanning mathematics, science, coding, and the arts.
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.
Thank you so much for the great experience. It has definitely helped out a lot. Amber was an excellent tutor. I would recommend her to anyone else.Megan, Kensington
Year 10 student Daniel focused on simple and compound interest calculations in Financial Mathematics and practised problems on measurement, including perimeter and area.
Year 11 student Emily worked through key trigonometric concepts such as the unit circle, radian measure, and applied the sine rule to solve non-right-angled triangle questions using worked examples.
Meanwhile, Year 12 student Jack tackled Specialist Mathematics topics by solving induction proofs—including divisibility—and practiced matrix operations like multiplication and finding inverses with guided textbook exercises.
In Year 5 English, difficulties with sentence structure and paragraph flow meant written pieces were sometimes hard for the reader to follow; as a tutor noted, "all of the right information was there, but often in an order that meant a lot of jumping around."
For a Year 10 mathematics student, interpreting assignment questions accurately proved challenging—occasionally leading to incomplete or misdirected responses.
In senior maths (Years 11–12), several students received feedback on not applying tips from previous sessions when tackling advanced quadratic and matrix problems; "needs improvement with solving higher order & complex multiplication of matrices" captured this missed opportunity for growth. This resulted in repeated errors despite prior guidance.
One Kensington tutor noticed a Year 8 student who used to rush through assignment questions now pausing to break them down and ask clarifying questions before starting—something he hadn't done a few months ago.
In high school maths, another student who previously struggled with quadratic equations is now confidently using both factorisation and the quadratic formula, checking each answer independently.
Meanwhile, a primary-aged learner has shifted from copying text for assignments to consistently rewriting information herself. Last session, she researched material and summarised it without any prompting.
