Our Story
PB Tutoring began with a belief that continues to shape everything we do: students are capable of far more when they understand what they are learning and why it matters.
For many students, English feels uncertain. They work hard but struggle to understand what makes an interpretation convincing, why one response succeeds or how to improve their own. We set out to make that process clearer—to make a complex subject accessible and help students experience the confidence that comes with genuine understanding.
English has always been our focus. That specialisation has allowed us to develop deep subject knowledge and a considered understanding of how students learn.
Our expertise extends beyond knowing how to produce a strong response: we know how to teach the thinking that makes one possible. The measure of our tutors is the progress they help their students achieve.
Built from the ground up through personal recommendations, PB has grown without advertising. Students recommend us to friends; parents return with younger siblings. That trust has been earned through meaningful improvement in students’ writing, understanding and results, and through the care we invest in each student’s progress.
We bring that same commitment to our own development. Our programs continually evolve through experience, reflection and engagement with educational research. We question, refine and improve our teaching because expertise carries a responsibility to keep learning.
Our ambition reaches beyond the next assessment. We want students to become discerning readers, confident communicators and independent thinkers: people who can question assumptions, weigh different perspectives and express their ideas with clarity. Stronger English results matter. So does the ability to carry that understanding into further study, work and everyday life.
We teach English with a bigger future in mind.
We make English make sense to open doors beyond it.
Meet Our Tutors
Paris Bosch
Senior English Tutor/ Director
Years 11-12
Standard, Advanced, IB, Extension 1, Extension 2
Since 2011, I have spent over 25,000 hours tutoring, and have personally coached over 600 students through their HSC and IB, helping them achieve exceptional results. Those hours have given me an extensive understanding of English and the many different ways students come to understand it.
I developed PB while studying full-time at UNSW; building a business, a reputation and lasting relationships with students and families all while preparing for a career in the corporate world. By graduation however, the career I wanted had become clear. I chose to pursue tutoring full-time.
Over the years I have taught students from all walks of life. My experience spans coaching neurodivergent, EAL/D and support learners, as well as extending high achievers, including HSC English state rankers. This breadth of experience has strengthened my ability to recognise what each student needs, adapt my teaching, and provide the right balance of support and challenge to help them thrive.
Rapport is at the centre of my approach. I want students to feel comfortable admitting they are confused, testing an idea and asking the questions they might otherwise keep to themselves. Knowing each student - their interests, frustrations and ambitions - helps me challenge them thoughtfully and make progress feel possible.
I am also committed to remaining a student myself. I devote substantial time to educational research, stay closely engaged with syllabus changes and continually refine our programs. I am currently completing a Master of Teaching to extend the knowledge behind my practice and bring further depth to the work I care so much about.
What continues to motivate me is seeing understanding change a student’s relationship with English: the hesitant writer who finds their voice, the frustrated student who begins to make connections, and the young person who discovers they can do more than they thought.
The most rewarding part of teaching is the “aha moment”: when a student begins to see what they are capable of.
Rhayna Bosch
Senior English Tutor
Years 6-12
Standard, Advanced
I’ve long believed that understanding a subject and being able to teach it are different skills. Since I began tutoring English after graduating in 2013, my focus has been on making difficult ideas accessible and helping students approach them independently. I tutored throughout my studies at the University of New South Wales, where I graduated first in my Communications degree and was a repeated Dean’s List recipient. Those achievements are personal, but the experience behind them shapes how I teach. I know what committed study involves: working through uncertainty, acting on feedback and finding a way forward when something doesn’t make sense. I help students develop those habits for themselves, with guidance that reflects how they learn.
I also spent almost a decade in journalism refining those skills through writing, interviewing and acting as a stand-in editor. That experience informs how I help students ask thoughtful questions, interpret perspectives and shape ideas into clear, purposeful writing. Editing others’ work sharpened my ability to recognise where meaning gets lost and explain how to strengthen it. Tutoring remained a constant throughout those years, and I returned to it full time in early 2026. I continue to write daily as I work on my first book, putting the same processes I teach—developing ideas, experimenting with language and revising with purpose—into practice myself.
I understand how exam anxiety can make it difficult to show what you know, having worked through it myself, and later faced those nerves in different settings: appearing on camera and interviewing some of the world’s most prominent CEOs. Those experiences taught me the value of preparation and learning to trust my own capabilities. Helping students build that trust in themselves, so they can approach exams with greater confidence, is a part of tutoring I care deeply about.
What I find most fulfilling however, is watching frustration give way to understanding: when a student starts making connections, trusts their own interpretation or feels proud of something they’ve written. Hearing that English has gone from their least favourite subject to one they genuinely enjoy means so much to me. It tells me they’re beginning to see something in the subject—and in themselves—that they couldn’t see before.