Plenty's tutors include a current primary school teacher with a Master of Education, an RMIT sessional lecturer and PhD researcher in engineering, award-winning high school duxes, peer mentors, Kumon instructors, and university science majors—many bringing hands-on experience coaching kids in maths, English, debating, drama and creative pursuits alongside their academic achievements.
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.
The tutoring seems to be going very well so far. We have been working on the areas Mohamed has indicated Charlotte needs extra help with and his report was very helpful in this regard.Eliza
Year 7 Emily practised finding surface area and volume of complex 3D shapes, then reviewed key geometry concepts in preparation for her measurement test.
In Year 11, Indie focused on polynomials and differentiation techniques to consolidate understanding before a major maths assessment.
For Year 12, recent sessions with Jack involved estimating the area under curves using integration and revisiting logarithms alongside circular functions through worked examples and discussion.
In Year 11 Maths, one student hesitated to attempt complex differentiation questions, expressing "difficulty in solving complex Algebra expressions," which led to gaps when tackling multi-step problems.
In Year 8, panic during timed assessments resulted in a lower score than expected; as noted, "panic under time constraints (possibly due to not being so confident?) might be the cause."
Meanwhile, a Year 6 student often doubted her correct answers and avoided attempting worded problems without reassurance. This uncertainty slowed progress on application tasks and meant she sometimes left parts of assignments incomplete during sessions.
One Plenty tutor noticed a real shift with Indie (Year 11), who, after missing classes, not only caught up on complex differentiation topics but came prepared to sessions with specific questions and managed to solve her own Logarithms problems once discussion began—previously she would have waited for step-by-step help.
In Year 10, Ryan quickly recalled prior years' concepts and confidently tackled new gradient and intercept problems he used to find confusing.
Meanwhile, Emily in Year 6 has started recognizing her own small errors in linear graph drawing between sessions, correcting them herself without prompting.
