Rathmines' tutors include a Master of Teaching graduate with over a decade's experience mentoring high school students, an ATAR 95.7 achiever who topped Advanced Maths at Merewether High, a school chaplain and maths tutor with extensive K–12 engagement, youth coaches, educational leaders, and award-winning student leaders recognised for academic excellence across maths, science, and English.
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.
Mhairi really engaged with Bec and went over her questions in an Understandable manner. Mhairi said she was very prepared and just a lovely pleasant person. Mhairi is looking forward to her session next week.Jennifer
Year 9 Tiffany completed a diagnostic assessment to identify focus areas in maths, while Year 9 Chloe practiced structuring essays and tackled financial maths topics such as wages and salaries.
For Year 10 Sam, sessions focused on calculating gross and net pay with percentages in financial mathematics, along with reinforcing these concepts through real-life examples.
Meanwhile, Year 8 Mia worked through problems involving the volume and capacity of cubes and prisms using diagrams, alongside visual literacy annotation exercises.
A Year 9 student had difficulty recalling key area and volume formulas for composite shapes, leading to uncertainty in multi-step problems—she was unsure which formula to use when finding volume, one tutor observed.
In Year 11 Financial Maths, forgetting to complete set homework meant class time was lost re-covering basic concepts like converting weeks to fortnights.
For a Year 4 learner, messy written work during fraction addition made errors harder to spot and slowed correction.
A lack of consistent out-of-session practice in times tables also left several students across Years 5–8 feeling less confident when put on the spot during lessons.
In a high school session, Tiffany, who previously hesitated to ask for help, spoke up whenever she felt stuck on indices and worked through each problem until she understood the process.
Another high school student, Aanika, showed new independence by tackling linear equations using strategies learned in past lessons—she solved questions without waiting for hints.
Meanwhile, a Year 3 student who once relied on finger counting now adds and subtracts mentally and even drew accurate times on an analogue clock unaided during their session.
