Year 4 student Sydney focused on strengthening multiplication skills using textbook exercises and tackled fraction fundamentals, including equivalence and comparing fractions to decimals.

Year 5 student Sophie worked through complex worded questions and multi-step problems, practised large number multiplication for accuracy, and explored equivalent fractions as well as converting them between mixed numbers and improper forms.

Meanwhile, Jay (Year 4) built fluency in times tables with games and worksheets, and reviewed division strategies, particularly dividing by 4.

A Year 8 student often rushed through multi-step worded maths problems, jumping to answers before fully unpacking the question; as one tutor observed, "She needs to practice working out what the question is actually asking her before rushing into the answer."

In Year 6, messy graph work and misaligned numbers made it hard for her to spot errors or check results.

Meanwhile, a Year 4 student hesitated to finish homework when tired and needed encouragement to persist.

In senior years, reluctance to show working in geometry left gaps in understanding during lessons on enlargement and area. This sometimes led to frustration and avoidance mid-task.

One Bugle Ranges tutor noticed Jay, a high school student, now consistently recognises his own mistakes in division problems and shows real resilience—he'll stop, check his work, and correct errors without prompting, which wasn't happening before.

Sophie has shifted from hesitating on new concepts to preparing her own revision "cheat sheet" ahead of lessons; she even initiated positive self-talk games after previously doubting her abilities.

In a recent session with Annabelle (Year 6), the tutor saw her tackle multi-step problem-solving questions independently for the first time, accurately breaking down each part before explaining her reasoning out loud.