Year 6 student Riley worked through converting between decimals, fractions, and percentages, as well as practicing decimal placement in real-world contexts.

In Year 8, Sarah focused on solving straight-line equations using the gradient formula (m) and y-intercept (c), including several advanced exam-style problems on linear relationships.

Meanwhile, Year 9 student Josh practiced factorising quadratic expressions and applying the quadratic formula to solve equations, alongside adding and subtracting algebraic fractions for deeper algebraic fluency.

A Year 8 student frequently left calculations unwritten during algebra, making it hard to trace sign errors—she gets the variable signs mixed up when doing algebra, as noted by a tutor.

In Year 10, one student hesitated on worded exam questions and lost confidence with 'ugly' numbers, leading to incomplete answers or freezing mid-task.

For a primary student working on long division, skipping steps and not writing out the process meant forgetting where she was up to; her work became confusing and easy to lose track of.

Lack of written working led directly to repeated mistakes and growing frustration across both levels.

One Beresfield tutor noticed a high school student, Rylan, who previously rushed through English assignments, now carefully analyses persuasive techniques and selects quotes to support his answers—a real shift in attention to detail.

Another recent session saw Molly in Year 9 quickly recall algebra concepts from two weeks ago and independently solve advanced questions that had stumped her before.

Meanwhile, Olivia in Year 5, who once hesitated with long division, now works out where each number belongs and subtracts step-by-step without prompting. Last week, she multiplied two large numbers on her own for the first time.