Year 5 student Artira worked through English comprehension skills and tackled **selective test-style maths questions**, including one general ability question by request.

In Year 9, Jack focused on **financial maths concepts such as calculating interest** and practiced finding areas and volumes of different shapes.

Meanwhile, Year 10 student Lily developed her understanding of **coordinate geometry—plotting points and working with equations—then reinforced this knowledge by going through a practice test to address common mistakes**.

Messy or unclear written work has been a recurring barrier, particularly in Years 9–11 mathematics.

For example, one Year 10 student's algebra solutions were "hard to follow—working out can be more clear," leading to confusion when checking steps and masking small sign errors.

In Year 8 geometry, another student's rushed layout made it difficult to spot where angles should extend for geometric techniques.

Assigned homework was not always completed in Year 12, as noted: "Making sure to do assigned homework." This meant missed opportunities for targeted revision before assessments, leaving gaps in confidence on exam day.

One Croydon tutor noticed a Year 11 student who had been hesitant with interpreting statistical graphs now confidently calculates Pearson's Correlation Coefficient and interprets the line of best fit without prompting.

A Year 8 student, who previously struggled to structure comparative essays, is now independently planning arguments and recognising the differences between essay types—something she avoided before.

In Year 5, one student used to rush through maths problems but has begun setting out working line by line after learning how it helps catch mistakes; he finished his latest homework with only minor corrections needed.