Year 5 student Summer focused on BODMAS, particularly the importance of brackets in solving order of operations questions, and also explored spatial patterns using exercises from her maths book.

In Year 8, Ben worked through index laws and their application to simplify algebraic expressions, as well as highest common factor (HCF) and lowest common multiple (LCM) calculations.

For Year 9, Chloe concentrated on mastering ratios, rates, and gradients—including straight line graphs—using visual examples to connect concepts across topics.

A Year 9 student working on algebra repeatedly waited for the tutor to confirm answers before moving on—"she still sometimes relies on me to tell her if the outcome is right or wrong"—which chipped away at her confidence and slowed independent progress.

In Year 11, another student revising gradients and straight lines practiced only familiar problem types, leaving gaps in less comfortable concepts like percentage conversions.

Meanwhile, a Year 3 learner tackling grammar avoided checking for capitalisation errors, causing mistakes to slip by unnoticed in their writing.

Each moment reinforced hesitation and kept genuine understanding just out of reach.

One Dinmore tutor noticed a Year 10 student who previously relied heavily on prompting now tackling equations with only minimal guidance, especially after starting to use "talking aloud" and "pen and paper" strategies during sessions.

Another high school learner, who used to struggle with index laws for multiplication and division, can now solve most related problems—without hesitation, including those with brackets and fractions.

In primary years, one student has started self-correcting punctuation errors while reading chapters aloud, something she avoided before; last week she quickly spotted mistakes in new sentences on her own.