Woodvale's tutors include a primary school teacher with international experience and first-class honours, an award-winning Kumon instructor and ATAR 99% maths specialist, a university lecturer and PhD engineer, a Montessori-trained educator, multiple ATAR 95+ duxes and subject prizewinners, experienced private maths tutors, science PhDs, peer mentors, and youth coaches.
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.
Ethan is settling in very nicely with working with Jordan, who is very professional, friendly and approachable. Ethan is comfortable working with Jordan and is beginning to gain a little confidence in his approach to maths, so we are more than happy to continue working with him.Toni, Woodvale
Year 7 student Ava reviewed linear algebra and practiced working with integers, focusing on correct operations with negative numbers.
For Year 8, Mia worked through data analysis skills, interpreting different types of graphs and calculating mean, median, and mode using sample datasets.
Meanwhile, Year 9 student Ben tackled financial mathematics by exploring loans and interest rates in real-world scenarios, followed by practice questions on unit conversions between metric measurements.
A Year 8 student struggled to keep written work neat and organized during algebra tasks; as one tutor observed, "setting out work so his thinking can be easily understood" was inconsistent, making it hard to spot calculation errors.
In Year 10, a student lost confidence towards the end of fraction questions—doubt crept in after small mistakes and slowed progress.
For a Year 6 assignment involving budgeting and timetabling, homework was left incomplete before sessions, so lesson time was spent catching up rather than extending skills.
Meanwhile, a Year 11 student hesitated to attempt new problems independently until prompted.
A tutor in Woodvale recently noticed a Year 7 student who used to rely heavily on drawing diagrams for division problems now solving them much faster just by using her fingers—she even gets the answers right more consistently.
In a high school session, one Year 10 student surprised himself after initially stumbling with circle measurement; he managed to demonstrate all his classwork independently by the end of the lesson, setting out each step clearly.
Another older student, preparing for OLNA practice, completed nearly every question without needing prompts and tackled some extension tasks as well.
