Tivoli's tutors include a registered senior maths teacher with years of O-Level experience, a current Education degree student and active school aide, a youth mentor and pre-service high school teacher, K–12 maths and science specialists with university medals and awards, plus primary tutors experienced in creative coaching, neurodiverse support, and academic mentoring.
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Carefully screened, fewer than 10% are good enough to work with us.
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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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Skilled
Standard I found it very helpful for my daughter, iqra was wonderful teacher n helped my daughter in learning maths.she helped my daughter to be more organised, broke down big tasks into little and soon my daughter was able to complete the tasks in which she used to struggle before.thanks for Ur help.Kashif
Year 3 student Sophie focused on mastering the two- and three-times tables and practiced adding three two-digit numbers, with an emphasis on how multiplication connects to repeated addition.
Year 9 student Cale worked through polynomial expressions, binomial expressions, positive indices, and index laws in maths, and also revised essay structure including bibliography and in-text citations for English assignments.
Meanwhile, Year 10 student Lucas strengthened his understanding of factorising algebraic expressions and completed revision on report writing techniques for upcoming assessments.
A Year 10 student's math assignment was lost due to computer saving issues, directly impacting his grade; as one tutor noted, "he'll need a better system for saving documents."
In Year 11 Maths, inconsistent recall of mean, median, and mode—especially when problems were worded differently—meant extra time spent relearning basics instead of progressing.
Meanwhile, a Year 3 student repeatedly relied on hands and counting aids for simple multiplication but grew frustrated and lost focus during longer tasks.
During division work in Year 4, hesitation to write working led to mixed-up remainders and misplaced answers.
Confidence often dipped after setbacks or mistakes.
One Tivoli tutor noticed a big shift in a Year 11 student who, after typically waiting for help, has started seeking clarification independently as soon as he feels stuck—he even initiated research for an assessment before the lesson.
In Year 8 maths, another student surprised their tutor by confidently explaining mean, median, and mode without prompting, having previously needed reminders on basic terminology.
Meanwhile, in Year 3, Isla went from struggling to stay on topic in her English writing to independently crafting focused paragraphs; last session she self-corrected her work with minimal guidance.
