Paracombe's tutors include a PhD neuroscience candidate and Flinders University Medalist with extensive Year 10–12 tutoring, a Maths Olympiad state representative, an ATAR 97.95 advanced maths graduate, experienced youth mentors and music coaches, future educators in special needs and primary teaching, plus accomplished high school leaders with multiple academic awards and subject merits.
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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 My daughters tutor Chloe is amazing! Just after 2 sessions I have seen a big difference. Chloe's teaching style is incredible I could t be happier I just wished I did it earlier!Jen G
Year 7 student Marley revised mean, median, and mode in statistics, then worked through histograms using real data sets.
In Year 9, Jay tackled algebraic expansion with the distributive law and FOIL rule before moving on to factorising by finding common factors.
Meanwhile, Year 10 student Olivia focused on linear equations—drawing graphs from y-intercept and slope—and also practised solving for x and y in various contexts.
A Year 8 student, when using a scientific calculator for equations, seemed confused about entering formulas and which operations to prioritise, leading to hesitation and errors in multi-step problems.
In Year 10 algebra lessons, one student avoided writing out working—he preferred doing everything at once on the calculator, which made it hard to spot where mistakes crept in, especially with negatives.
Meanwhile, a Year 11 student grew frustrated after small errors; as noted, he didn't realise he was actually improving by making and reviewing mistakes. Confidence slipped each time a sign error reappeared during fractions practice.
One Paracombe tutor noticed a real shift with a Year 10 student who, after previously hesitating when faced with unfamiliar algebra questions, began attempting new problems independently and corrected his own mistakes without prompting.
In another session, a Year 9 student who used to confuse percentage mark-ups and mark-offs started distinguishing between the two more reliably after targeted practice, showing clearer reasoning during finance exercises.
Meanwhile, in primary school, a younger student who struggled to show her working has now started writing her answers in clear steps each time, finishing all ten problems without skipping any part of her process.
