Year 6 student Daniel worked on multiplying larger numbers and reviewed key concepts like area, perimeter, and fractions (including simplifying), using practice tests to track progress.

Year 11 student Isaac focused on analysing political cartoons for argument analysis essays and explored cinematic techniques in The Princess Bride, breaking down scene meaning.

Meanwhile, Year 8 student Chivon improved her persuasive writing by editing drafts together and strengthened spelling through weekly homework tasks.

In Year 11 English, one student tended to rush into essay responses without planning, which meant ideas stayed "surface level" and lacked originality—especially when asked to "think outside the box." As a tutor noted, "he jumped straight to examples instead of mapping out his argument first."

In Year 9 Maths, incomplete homework and reluctance to attempt harder problems led to gaps in understanding; this showed during exam drills when familiar question types were prioritised over new formats.

Meanwhile, a Year 3 learner hesitated with spelling tasks, sometimes avoiding sounding out words due to lack of confidence after setbacks.

One Clematis tutor noticed a Year 10 student who used to rush through writing tasks now pausing to proofread and compare drafts—she caught her own unclear sentences during an essay session and rewrote them without prompting.

In a senior maths lesson, another student who often hesitated with times tables started answering multiplication questions quickly, even asking for extra problems after finishing the set.

Meanwhile, a Year 4 learner who'd previously guessed words when reading now tries to sound them out first; last week she read an entire paragraph aloud, only asking for help once.