Year 4 student Ava worked on long division and times tables recall, building confidence with written methods.

For Year 9, Liam focused on solving simultaneous equations and composing extended response answers in mathematics.

Meanwhile, Year 11 student Sarah tackled advanced chemistry concepts including stoichiometry calculations and interpreting sign diagrams for cubic and quartic functions.

A Year 8 student, as one tutor noted, "has not met about over a month's worth of work" and struggled to stay organized with assignments in maths.

In Year 11 Chemistry, forgetting to use the data booklet led to missed marks on calculation tasks.

A Year 6 learner sometimes guesses answers instead of attempting working, especially when unsure about fractions.

Meanwhile, a senior student overlooked assumed knowledge from previous years—"often overlooks Yr11 content"—so revision time was spent re-learning basics rather than advancing.

These patterns left gaps visible during class assessments and limited progress between sessions.

One Hastings tutor noticed a Year 11 student who used to rely heavily on guessing in English comprehension now actively pauses to spot and correct her own mistakes, especially with tricky inference questions.

In a recent high school maths session, a Year 12 student who previously struggled with sketching transformations independently identified intercepts and handled hyperbolic graphs without prompting.

Meanwhile, a Year 7 science student who had been hesitant about lab work is now confidently following proper safety routines and explaining the reasoning behind them during experiments.