Plumpton's tutors include a STEM educator with 8 years' experience and a Master of Philosophy, an early childhood specialist and former private tutor, a reading tutor who's helped dozens of kindergarteners thrive, a school Dux and university scholarship winner, experienced peer mentors, maths graduates, childcare educators, academic captains, and accomplished multilingual university students.
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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 Matthew has been great - he is prompt, communicates well if times/dates for tutoring have needed to be changed, easily gets along and is able to relate with Tahlia, who has benefitted greatly from his help.Jana, Hillside
Year 7 student Zoe focused on foundational algebra skills, including basic equations and substitution, using worksheets for practice.
In Year 10, Lily worked through matrices as part of her early start in Data, alongside reviewing key topics for General Mathematics.
For Year 12, Chatwell's session included an overview of Business Management and English materials while also clarifying specific questions from the General Maths curriculum to set goals for the year ahead.
A Year 10 student working on algebraic techniques often skipped showing full steps, leading to repeated sign errors—"she'd often confuse (x, y) for (y, x)," noted her tutor.
In VCE English, one student struggled with essay writing under timed conditions; her reluctance to complete practice essays meant real exam pacing remained untested.
For a Year 6 maths topic, hesitation in answering multiplication and division questions slowed progress even when she knew the basics.
Homework was occasionally incomplete in both primary and senior levels—one missed exercise left a gap that resurfaced during review sessions.
A tutor in Plumpton noticed a Year 12 student who, after previously struggling to organise her thoughts, began pinpointing her weaknesses in paragraph structure and clearly asked for targeted help.
In Year 10 maths, one student had been hesitant with algebra but recently tackled worded questions independently on the Cartesian plane and managed points placement with only light prompting.
Meanwhile, a younger student who once needed frequent guidance with fractions now answers problems without hesitation—last session she solved all equations placed in front of her unaided.
