Longueville's tutors include a 10-year veteran maths tutor with a UNSW Dean's Award and ATAR 99.40, an HSC Dux and academic trailblazer, peer support leaders from Sydney Grammar and Newington, multiple IB 97+ achievers, school subject duxes, accomplished coaches and music mentors, and experienced teachers spanning everything from statistics to primary learning support.
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Carefully screened, fewer than 10% are good enough to work with us.
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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.
- increase proficiency, confidence and love for the subject that is taught
- allow them to perhaps see the subject in new ways or in manner which are inspiring
- be there when the student needs help, understand any struggles they may have srrounding the subject and help them work through it
- help them find a way they…
We had the first session with Nick today and he was fantastic! He focused on the right areas and really engaged with Yvette....I think we are on the right track.Susan, Riverview
Year 6 student Ava worked through fraction to decimal conversions and solved real-world area problems using diagrams.
In Year 9, Ethan focused on linear algebra by forming equations from graphs and also explored bivariate data relationships.
Meanwhile, Year 11 student Olivia revised trigonometric identities and applied them to surface area calculations, reinforcing skills with past HSC questions for added exam readiness.
In Year 8, a student's work in algebra and fractions was often left incomplete or unclear; as noted, "needs to focus on his working out and not rushing," which led to confusion during revision.
A Year 11 student preparing for trial exams frequently skipped writing out full solutions when tackling past papers—this made it difficult to pinpoint where calculation errors occurred under time pressure.
In Year 6, one student's written layout in area and perimeter tasks was messy, making it hard for both tutor and student to follow progress step by step. Without these process improvements, mistakes remained hidden until test day.
A tutor in Longueville recently noticed a Year 8 student who used to guess through maths problems now pausing to identify which rule fits each question, and starting to work independently.
In a high school session, a Year 10 student—who previously mixed up the steps—has begun accurately translating worded questions into equations and is showing more confidence applying trigonometry fundamentals without prompting.
Meanwhile, a senior physics student moved from general uncertainty to clearly explaining concepts aloud like velocity and acceleration graphs before attempting problems on their own.
