Yatala's tutors include a university-trained secondary maths teacher, experienced K–12 and peer mentors, a Melbourne graduate with multiple academic excellence awards and 96+ ATAR, creative writing specialists with published work and children's literature prizes, plus scholarship students and Olympiad high achievers passionate about helping kids succeed in maths, science, English, and beyond.
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.
Skilled 
Proven EzyMath have been great. Good communicators and they listen to what the student requires. Any small issues we have had, have been dealt with promptly.Matt Ahrens, Yatala
Year 4 student Zara explored statistics, focusing on calculating mean, median, mode, and range using class examples.
In Year 8, Aiden worked through algebraic expressions and practiced solving equations for x with step-by-step guidance.
For Year 10, Sam revised trigonometry concepts such as angles of elevation and depression and tackled converting between degrees and DMS to strengthen his understanding ahead of upcoming assessments.
A Year 8 student did not complete his assigned maths homework or make progress on a major assignment; "he has not made any attempts to the assignment yet."
This led to confusion with rounding and over-reliance on previous examples instead of independent practice.
In senior high school, one student relied heavily on formula sheets for quadratic equations but hesitated to write answers without checking, which slowed exam performance.
A Year 3 student was noticeably distracted when working through subtraction problems—requiring written questions to stay engaged.
The unfinished work often meant class time was spent revisiting basics rather than building new skills.
A tutor in Yatala noticed that a Year 10 student, who had previously hesitated to ask for help, now confidently asks questions and explains her reasoning during algebra sessions—she even completed all tasks without reminders.
Meanwhile, a Year 8 student initially struggled with percentages but, after practicing visual analogies, tackled every quiz question with ease and started attempting new problems independently.
In a recent primary session, two younger students who once waited for guidance began insisting on solving time-related questions first by themselves before asking the tutor to check their answers.
