Richmond's tutors feature a Physics gold medallist and university demonstrator, a doctoral-level research fellow in science, seasoned maths and English mentors with school and Kumon experience, accomplished high-ATAR graduates, peer reading coaches, award-winning engineering students, Byju's-trained group tutors, and multilingual educators skilled at guiding K–12 learners of all backgrounds.
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.
Veteran 
Impressive We have absolutely loved having Val as our tutor and we have seen improvement in our daughter school work as a result of our sessions.Kylie, Richmond
Year 8 student Alice explored trigonometry concepts and practised solving linear equations, working through diagrams to visualise problems.
In Year 10, Ethan focused on exam revision by tackling questions on compound interest and financial maths calculations, building confidence with past test examples.
Meanwhile, Year 6 student Chloe strengthened her understanding of equivalent fractions and learned to convert between fractions and decimals using step-by-step practice activities.
In Year 11 maths, one student's notes reveal that unclear assignment instructions and messy written work made it difficult to track what needed to be done; "Sheets and books were quite messy/disorganized—fixing this may help her keep track of instructions and tasks."
Meanwhile, a Year 9 student struggled with extracting information from graphs and tables during probability work, which slowed progress on worded questions.
In Year 7, motivation flagged during new topics, leading to slow starts and forgotten connections between lessons.
For several students across Years 8–10, practice was limited mostly to familiar question types rather than tackling more challenging or unfamiliar problems.
One Richmond tutor noticed a big shift in Tia's approach to trigonometry—after struggling with labelling triangle sides in earlier tests, she now identifies hypotenuse, opposite, and adjacent correctly without help, even catching her own mistakes mid-problem.
In another session, Molly brought questions she'd found tough in class and, after some prompting, worked through multi-step worded problems independently—something she hesitated to try on her own before.
Meanwhile, Natalia showed new self-reliance by spotting when she'd missed parts of a maths question and correcting herself before moving on.
