Lenah Valley's tutors include a former university assistant professor with over a decade of teaching and mentoring, a qualified primary teacher and youth coach, an ATAR 99.7 Sydney Girls High graduate now studying medicine, experienced VCE Maths and Chemistry tutors with first-class honours, and STEM competition award-winners skilled in supporting students from primary through to university level.
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.
Veteran 
Impressive
Emily is excellent! She has a great rapport with Lilly and the improvement in Lilly's maths understand has been enormous. Emily is an asset to your company and we feel very grateful to have been matched with her.Trish
Year 4 student Cameron worked on recognising adverbs and building simple sentence structure, then wrote a creative piece using newly learned adverbs.
In Year 11 Chemistry, Aimee revised stoichiometry calculations—focusing on mole-mass conversions—and tackled practice exam questions on combustion reactions and specific heat of water.
Charli, in Year 12 Biology, reviewed the adaptive immune system and applied her understanding through targeted multiple choice and short answer questions from recent school assessments.
A Year 10 student's chemistry notes revealed frequent difficulty when complex questions became overwhelming; as the tutor observed, "she overcomplicates problems instead of breaking them down," which led to missed steps and confusion during stoichiometry and equilibrium practice.
Meanwhile, a Year 4 student struggled to transfer creative ideas into clear written work—skipping the initial draft phase and hesitating to commit thoughts to paper, making it hard for her to revise or proofread effectively.
In both cases, avoidance of process strategies (breaking tasks down, drafting ideas) resulted in slower progress and increased frustration during revision sessions.
Aimee has become much more proactive—she now highlights areas she's unsure about before sessions and asks targeted questions, rather than waiting for prompts.
Charli recently showed initiative by attempting practice questions on new biology topics ahead of time and confidently explained her reasoning during the session.
Meanwhile, Scarlett (Year 7) independently completed research for her biography project and brought insightful facts to shape her draft, a big step up from needing frequent guidance earlier in the year.
