Year 7 student Willow focused on simplifying, adding, subtracting, multiplying, and dividing fractions as well as converting between mixed numbers and improper fractions.

For Year 10, Jeremy spent sessions reviewing trigonometry concepts—like Pythagoras' Theorem—and tackling exam practice problems involving perimeter, area, and volume of shapes and prisms.

Meanwhile, Year 8 student Will worked through multiplying and dividing negative numbers using the number line and explored plotting points and reflecting shapes on the Cartesian plane for his assessment.

In Year 12 maths, one student struggled to prepare for in-depth exam questions after only revising the basics, saying "I tried to prepare for the basics…wasn't prepared for the in depth exam questions." This made tackling complex problems more stressful.

In Year 8 algebra, another student avoided seeking feedback despite reminders, which slowed their progress on trickier topics.

Meanwhile, a Year 6 student arrived at a session without paper for calculations—meaning an entire area topic couldn't be covered that day. Not reviewing or organising materials beforehand led to missed learning opportunities and increased frustration during lessons.

A tutor in Duroby recently noticed Jeremy becoming much more independent with algebra—he now recognizes and corrects his own mistakes, where before he relied heavily on step-by-step guidance.

Willow, also in high school, has started to tackle fraction problems with noticeably less hesitation; she's begun converting fractions herself instead of waiting for reminders about the method.

Meanwhile, Bella (Year 6) surprised her tutor by not only proofreading her own story draft for errors—a task she used to rush through—but also asking for extra homework to keep practicing her skills.