Otford's tutors include a primary and secondary school teaching specialist with over 5 years' classroom experience, an HSC dux and university medallist in maths, seasoned peer mentors, a swim instructor and youth camp leader, national-level athletes balancing academics with sport, and accomplished volunteer educators supporting students from early years through to high school.
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.
Skilled 
Standard After only 2 sessions with Claudia, my testimony may be a bit premature, however my 10 year old son is really enjoying his weekly maths sessions. Claudia has the ability to communicate, explain problems in different ways and gauge whether my son has really understood how they achieved an answer.Selina
Year 8 student Ava worked on solving linear equations and applying Pythagoras' theorem to right-angled triangles, using past exam questions for practice.
For Year 10, James focused on sketching quadratic graphs and completed worded problems involving the quadratic formula.
Meanwhile, Year 5 student Lily practised converting between fractions, decimals and percentages as well as tackling BIDMAS (order of operations) with guided worksheets.
A Year 8 student often assumed pronumerals would stay in the same order as earlier algebra questions, leading to errors—she missed switching x and y when the problem changed.
In Year 10, one student found exam pressure overwhelming, losing track of steps during timed tasks.
For a senior preparing for HSC, past session notes showed forgotten older content after new material was introduced; confusion resurfaced when all topics appeared together on practice exams.
Meanwhile, a Year 5 student hesitated to attempt worded problems independently until prompted, which slowed progress and meant fewer opportunities for feedback within sessions.
One Otford tutor recently noticed a big shift with a Year 10 student who used to hesitate when confused; now, she pinpoints exactly where she's stuck and confidently asks for clarification—something she avoided before.
A Year 11 student showed real initiative by requesting extra practice questions after lessons to reinforce her grasp of unfamiliar algebra topics, moving beyond passive learning.
In the younger years, one primary student who had struggled with subtraction surprised his tutor this week by working through multi-step problems independently and then asking for harder ones.
