Kingsley's tutors feature a former Head of Maths with international school leadership experience, a Cluey Learning maths and science specialist in Curtin's top 1%, an ATAR 99.75 dux and Olympiad medallist, peer mentors, youth coaches, Kumon and SEMAS instructors, and university graduates in mathematics, education, engineering, psychology and the sciences—all with strong backgrounds supporting K–12 students.
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.
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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 
I could not recommend EzyMath Tutoring enough. My son went from constant D grades and hating maths to a B average and really enjoying maths. The tutor that he was paired with was excellent and really connected well with him. maths is now one of his favourite things!Simone Ross, Kingsley
Year 6 student Ben worked on fractions—covering converting, addition, subtraction, multiplication and division—as well as decimals including addition and subtraction.
In Year 9, Leo focused on quadratic equations by solving them both graphically and algebraically, and applied the null factor law to various examples.
Meanwhile, Year 10 student Sam tackled simultaneous equations and revised expanding and factorising algebraic expressions through step-by-step practice questions.
In Year 10, incomplete homework and missing materials became a recurring issue—last week's indices and tree diagram tasks were left at school, and the student "lost last two sets of tutor homework," making revision for algebraic factorisation difficult.
In Year 11, lack of written steps in notebooks meant "work was of no use when reviewing," so mistakes with sign changes or formulae often went unnoticed until much later.
A Year 7 student had trouble applying probability concepts but did not seek clarification, even though parent contact was available; as one tutor noted, "he claimed not to know what suits were or what cards were in a deck."
A high school student who previously hesitated to speak up in class is now actively asking questions, even telling his mother that recent improvements—like earning an A on his test—came from tutoring.
Another secondary student showed visible progress with supplementary angles; last week she was unsure and avoided these problems, but this time worked through them confidently with minimal help.
Meanwhile, a Year 3 learner has started using finger-counting instead of drawing diagrams for maths questions, speeding up her problem-solving and getting answers right without prompting.
