Year 3 student Ava worked on two- and three-times tables, as well as strategies for adding three two-digit numbers together and connecting this to multiplication.

Year 6 student Emily focused on converting between metres, centimetres, and millimetres, along with choosing the most appropriate units when measuring distances like those between cities.

Meanwhile, Year 7 student Josh practised fractions by adding them with both common and different denominators, then moved on to subtracting fractions in a variety of contexts.

A Year 5 student repeatedly lost focus near the end of lessons, often needing reminders to stay on task; as one tutor noted, "she needed a lot of encouragement to do questions" when attention drifted.

In Year 4 maths, confusion between multiplication and division persisted—relying on booklets or finger-counting rather than building mental fluency with times tables led to slow progress in long division tasks.

A Year 3 student was reluctant to attempt unfamiliar word problems without prompting, avoiding mistakes but missing out on essential practice.

Misplaced homework and resistance to repetitive tasks sometimes left revision incomplete for English.

One Eastern Heights tutor noticed some great changes recently: Harrison, a high school student, started out unsure about using Heron's rule but by the end of his session was confidently reading sections aloud and self-correcting mistakes as he went.

Ashlee, another older student, improved her spelling dramatically—she went from struggling with certain words to achieving a perfect score on her final spelling test and using those words correctly in sentences.

Meanwhile, Isla (primary) showed real independence by redoing a maths test independently she'd previously found tricky and scoring much higher, missing only one question this time.