Year 5 student Will focused on angles in homework assignments and practiced finding area and perimeter as part of test preparation.

In Year 8, Layla worked through calculating wages and profit and loss using real-world word problems, while also revising how to apply Pythagoras' theorem for her upcoming exam.

For Year 9, Sophia tackled expanding complex algebraic brackets and solving equations with unknowns on both sides, often working through school-provided revision questions to strengthen these skills.

A Year 7 student arrived to tutoring without required materials, which meant the session had to be spent retracing previous homework rather than progressing—"lost previous homework sheet so had to spend lesson going through it again."

In Year 9, a student did not complete assigned study questions or seek out extra problems, limiting their practice with pattern recognition and note-taking.

For a senior student in algebra, over-erasing and reformatting slowed progress on assignments and made working hard to follow for feedback. These habits led to valuable lesson time being used for catch-up or correction instead of new learning.

A Stratford tutor noticed Layla, a Year 11 student, shift from relying on step-by-step prompts to independently solving complex questions—she even finished all her textbook problems without help for the first time.

Another high schooler, Eve, was able to pinpoint and fix errors she'd made on a recent test after reviewing them together; this was a big change from earlier sessions when she struggled to see what went wrong.

In Year 6, Sophia showed new initiative by bringing in her own homework questions and tackling division problems without extra guidance, then asked for more challenging tasks at the end of the lesson.