Mitchell's tutors include a university physics PhD and undergraduate course tutor, a former school classroom teacher with a master's in education, an applied mathematics lecturer and curriculum developer, experienced K–12 learning support assistants and peer mentors, as well as high-achieving students awarded for academic excellence in mathematics, science, and leadership.
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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.
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Impressive
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Veteran
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Outstanding Anastasia has been fantastic for our daughter and she has made some great progress and is feeling more confident. She feels like they have connected well and Anastasia is able to identify her weaknesses in the topic and convey the information needed easily.Robyn
Year 4 student Mitchell focused on multiplication facts (two and three times tables) and was introduced to Pythagoras' theorem using simple diagrams.
In Year 9, Zahra practised applying index laws to simplify expressions and worked through fraction calculations with mental strategies.
Meanwhile, Year 12 student Oscar tackled basic differentiation of exponential and trigonometric functions, followed by lessons expanding on first principles and the chain rule for derivatives.
Homework completion has been inconsistent across year levels.
For example, a Year 5 student often left homework unfinished or forgot books at school, leading to missed practice on multiplication tables and division skills—"he doesn't write table of 7 and 8."
In Year 11 Chemistry, a student struggled to organise known values before problem-solving; listing all given data would have clarified which formulas to use.
Meanwhile, a Year 12 student's motivation dipped after setbacks: "I'm not very academic," he admitted, which sometimes led to disengagement during new topics. In those moments, learning stalled and confidence wavered.
One Mitchell tutor noticed a real shift with Zoe (Year 10): she came to her maths session with an organised list of questions—something she hadn't done before—which meant she could target tricky concepts and get more out of the lesson.
Meanwhile, Luca (Year 11) has started tackling challenging derivatives on his own without waiting for hints, a big step up from when he hesitated to try unfamiliar problems.
In Year 6, Kelly managed to solve all her homework questions independently for the first time, only double-checking answers after finishing each one herself.
