Penrith's tutors include a primary school teacher and maths committee member with years of classroom experience, multiple peer mentors and volunteer tutors from Penrith Selective High, an IB dux in science subjects, high-ATAR achievers (up to 96.85), a university-level medical scientist, accomplished debaters and student leaders, plus music and English specialists for all ages.
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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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Standard Gabriel was extremely helpful as a tutor and was very keen on building skills and encouraging improvement with my brother. He was always actively engaged with Soobaan and I would keep him in mind for tutoring in future.Shehzil, Penrith
Year 11 student Daniel worked through calculus differentiation, focusing on applying the chain rule and product rule to a range of function types.
For Year 10, Jessica practised solving simultaneous equations and explored how bearings relate to trigonometry using real-world navigation examples.
Meanwhile, Year 6 student Liam reviewed patterns and sequences within selective school exam practice papers, identifying number rules and extending simple patterns.
A Year 10 student struggled with homework completion in calculus, leading to gaps when applying differentiation rules and missing out on valuable feedback—"Homework was uncompleted, and should be paid more attention to within the near future."
In Year 12 Chemistry, one student's tendency to get hung up on mistakes visibly shook her confidence during balancing equations; as a tutor observed, "she gets hung up on mistakes, which greatly affects her confidence if she makes a mistake."
Meanwhile, a Year 7 learner repeatedly misread multi-step probability questions by skimming for keywords instead of highlighting details. This habit led to repeated small errors and wasted exam time hunting for corrections.
A tutor in Penrith noticed Samantha, a Year 12 chemistry student, now confidently tackles long response questions by breaking them down herself and applying her titration knowledge—something she hesitated with previously.
Max, in Year 10, recently started using opposite operations to solve algebraic expressions and expanded brackets independently, showing much more initiative during problem-solving than before.
Meanwhile, Raessah (Year 3) surprised her tutor by planning out her extended writing pieces and skimming texts for main ideas on her own instead of waiting for guidance; she also used physical money to work out change without prompting.
