Ridgewood's tutors include a registered school relief teacher with a Master of Teaching, an ATAR 99.25 graduate and multi-year Dux, a university-level maths specialist, experienced peer mentors and camp leaders, award-winning creative writers, and primary education students with hands-on tutoring experience—offering rich expertise across K–12 learning and academic excellence.
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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.
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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.
Skilled 
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Veteran 
Outstanding Jack our tutor has been amazing for our sons confidence and has taught him to enjoy maths again and maths isn't hard when you are shown the simple way I only wish we had started this journey a lot earlier thank year 9Dinkleboo, Ridgewood
Year 4 student Sarah worked on addition and subtraction with large numbers and decimals, as well as perimeter calculations using real-life measurement examples.
Year 9 student Daniel tackled simultaneous equations in two variables by rearranging and combining equations to eliminate unknowns, followed by solving for each variable using substitution.
Meanwhile, Year 10 student Jasmine focused on trigonometry problems involving angles of elevation and depression, practising diagram-based questions to strengthen her understanding.
In Year 10 algebra, skipping working when rearranging equations often led to confusion with signs; as one tutor noted, "he skipped showing steps in algebra, which hid sign errors."
Meanwhile, a Year 7 student relied heavily on her iPad calculator for maths but found it distracting during sessions—this made it harder to focus on surface area problems.
In Year 12 Chemistry, not bringing home assessment sheets meant missed teacher expectations and less targeted revision.
A Year 5 student hesitated to start worded fraction questions, sometimes avoiding attempts if unsure. This reluctance slowed progress and left tricky concepts unpracticed.
One Ridgewood tutor noticed a big change in Ella (Year 10), who had previously been hesitant to share her ideas but is now actively offering opinions during essay planning, especially when linking film themes to quotes.
In a recent high school maths session, Kyle managed to complete more challenging questions much faster and with fewer errors than at the start of tutoring—a clear leap in both speed and accuracy.
Meanwhile, Isabella in Year 4 surprised her tutor by quickly mastering her 9-times tables after having only just memorised the basics, finishing a full set without prompts.
