Year 10 Rebecca worked on simplifying ratios and multiplying/dividing like terms, with some extra practice on rates.

For Year 11 Joshua, the focus was trigonometry using sine and cosine rules along with revision of transposing equations from his textbook.

Year 12 Dirk tackled basic parabola and hyperbola equations, checking his understanding through worked examples from class.

A Year 4 student left most maths homework incomplete last week, despite encouragement and targeted practice tasks—this led to less confidence in class discussions.

In Year 8 Maths, "Joshua needs to improve on note taking," as a tutor observed; missing key steps and not consolidating formulas meant extra time spent re-learning basics during sessions.

A senior student often relied on mental calculation for fractions and algebra but skipped writing down working, which resulted in small but persistent errors that took time to untangle.

Meanwhile, a Year 10 learner struggled to apply feedback independently when tackling scale factors and percentage problems, needing frequent hints before progressing.

A tutor in Bellmere noticed Joshua now speaks up when he's unsure about problem-solving steps—whereas before, he'd stay silent and guess.

Rebecca, also in high school, has started to pinpoint exactly which maths questions confuse her and is comfortable admitting when she needs help, a big shift from earlier lessons where she hesitated to say so.

In Year 3–4, Summer recently began working through number line problems independently instead of waiting for hints, showing more initiative than at the start of term when she needed step-by-step guidance.