Year 4 student Sophie worked on converting between mixed numbers and improper fractions, as well as using protractors to measure angles.

Year 5 Annabelle focused on probability concepts through a school worksheet and practiced creating and interpreting graphs from tables.

Sydney, in Year 4, developed her understanding of multiplication and division using targeted worksheets, then tackled fraction equivalence and basic operations with fractions to build confidence for current class topics.

A Year 8 student repeatedly rushed through multi-step problems, missing details and making calculation errors; as noted, "she skipped reading the whole question and gave up straight away when it looked overwhelming."

In Year 6 maths, another student sought constant reassurance on every step of a fractions task—hesitation grew whenever unfamiliar language appeared.

During a Year 10 lesson, messy graph layouts made it difficult to spot mistakes in plotting coordinates.

After sports day, a tired Year 5 learner struggled to concentrate, which led to incomplete homework and answers left blank. That moment—pencil hovering, unsure whether to continue or erase—lingered long after the lesson ended.

One Littlehampton tutor noticed Jay, a Year 7 student, has started spotting his own mistakes in division and is now pausing to fix them instead of waiting for help—a big shift from earlier sessions when he'd often push ahead without checking.

Sophie, in Year 8, recently showed new initiative by preparing her own revision "cheat sheet" before a test and recalling strategies from previous lessons to tackle unfamiliar fraction problems independently.

In primary maths, Annabelle has begun approaching problem-solving questions on her own and can now quickly break down the key steps without prompting.