Academic fit
Subject knowledge, relevant year level, curriculum context and the student’s current learning goal.
How we match
A considered recommendation, not a lucky dip.
Families should know why a tutor or mentor has been recommended. We use structured fit criteria, a human review and early check-ins to make support more likely to last.
The matching process
Four steps, with a real person accountable at each one.
We use the information needed to arrange educational support. We do not use a student’s sensitive information as a shortcut for matching.
01
Tell us what is happening
Share the student’s year level, subject, goals, preferred delivery and general availability.
02
We review the fit
A real person checks subject and year-level experience, teaching approach, availability, location and continuity.
03
Receive a considered recommendation
We explain why a tutor or mentor has been recommended before the family starts.
04
Check the relationship early
We check in after the first lesson and review the fit again after session three.
What we check
Fit is broader than subject availability.
Availability matters, but it is never the only reason for a recommendation.
Teaching and communication fit
A tutor’s ability to explain, question, encourage and work at an appropriate pace for the student.
Practical fit
Online or in-person preference, general availability, travel requirements and realistic continuity.
Eligibility and boundaries
Required checks, onboarding status, capacity and clear communication and child-safety expectations.
Before the first lesson
The family receives context, not a mystery allocation.
Before an ongoing arrangement begins, we share the relevant practitioner information and why the fit was considered. The student has an opportunity to say whether they feel comfortable proceeding.
After the first lesson
We check early, then keep learning from the match.
- Was the tutor prepared and able to explain clearly?
- Did the student feel comfortable asking questions?
- Did the lesson match the family’s expectations?
- Does anything need to change before session three?
Our standard
A good match is reviewed, not assumed.
We use early feedback to continue, adjust or arrange a new recommendation where a relationship is not working.
Interviewed and suitability-screened
Required Working With Children Check details reviewed
Subject and year-level fit reviewed before allocation
Clear educational, child-safety and communication boundaries
Support and quality review after allocation
Ready when you are
The right support starts with a considered match.
Tell us what your child needs help with. We will guide you toward tutoring, mentoring or a joined-up plan.