Valley View's tutors include a former school maths coordinator and Math Olympiad coach, multiple private tutors with years of experience across K–12 and international curricula, an award-winning early childhood mentor, peer science and English coaches, a university scholar and dux, IGNITE program specialists, and high-achieving graduates in engineering, medicine, and education.
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.
Very happy with the maths Tudor that has been matched with my 13 year old daughter. We have only had 2 sessions so far and already I can see positive results. Looking forward to continuing our Tudor session on a regular basis.Trudy, Valley View
Year 3 student Lilah worked on reading and writing time on analogue clocks, as well as building confidence with multiplication tables through games and practice.
Year 7 student Emily tackled simplifying algebraic expressions from word problems and spent time strengthening her understanding of ratios in different forms.
For Year 8, Adam focused on key statistics concepts such as mean, median, and mode, applying these to solve a range of real-life worded problems using clear step-by-step methods.
In Year 7 Maths, Emily often skipped carefully reading worded problems and overlooked crucial details—her tutor noted, "she tends to read quickly over the questions without reading it properly." This led to confusion with BEDMAS tasks and mistakes in order of operations during homework.
In Year 3, Lilah hesitated to start independent work and repeatedly needed reassurance before answering basic time-telling questions, slowing her progress. A lack of confidence meant she sometimes asked for direction even when she knew the answer.
Both scenarios show how rushing or hesitation in process—not content—led to repeated errors or delays mastering new skills.
One Valley View tutor noticed a high school student who had previously hesitated with dividing mixed numbers now handling the process more confidently, even recalling steps without prompting, which marks an improvement from last week.
Another older student made real progress in understanding long division logic—something she'd found confusing before—by working through problems and explaining her thinking aloud.
Meanwhile, a younger primary student who used to guess at words is now asking for help when stuck and can retell story events after reading, not just sound out the words. Last session, she finished an entire book and explained what happened on each page.
