Ridgehaven's tutors include a school teaching veteran with over 22 years' experience, university workshop leaders and subject coaches, an ATAR 98.50 achiever and multi-subject dux, experienced English lecturers and peer mentors, plus specialists in K–12 literacy, numeracy, science and maths—many holding postgraduate degrees or national academic awards for their work with students.
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.
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Standard Ezymath has been the best thing for my daughter, who is currently in her final year at school. Her tutor Sophie is absolutely doing a brilliant job helping my daughter. She is very cheerful and I highly recommend her to anyone.Juvy Bayley, Golden Grove
Year 8 student Marley focused on expanding and collecting like terms in algebra, then practised factorising to find common factors.
For Year 9, Alex worked through growth and decay problems using exponential functions and explored the basics of logarithms.
Meanwhile, Year 6 student Sam revised the perimeter and area of circles by tackling a practice test covering areas of various shapes.
A Year 8 student became frustrated after mistakes in algebra, which led to hesitancy and reluctance to check their own work—"he needs to be confident to make these mistakes and learn from them."
In Year 10, a student relied heavily on entering equations into the calculator without showing working, resulting in confusion when errors appeared; they attempted to do everything at once rather than breaking down problems.
Meanwhile, a primary student skipped revising fraction division outside of lessons, making it difficult to consolidate learning for upcoming assessments. Uncertainty and avoidance slowed progress each time a new topic was introduced.
One Ridgehaven tutor noticed a big shift in a Year 10 student who, after initially mixing up mark-ups and mark-offs, started to distinguish between them accurately following targeted practice—something he couldn't do at the start.
In Year 8, another student moved from needing step-by-step guidance on algebraic expressions to independently correcting her own mistakes and reworking problems without prompting.
Meanwhile, a primary student who used to hesitate when drawing graphs now sets up tables and plots data with minimal help, even explaining mean and mode calculations back to the tutor. She completed every graphing task solo for the first time last session.
