Year 6 student Elise worked on multiplying fractions with different denominators and practiced reading comprehension by discussing possible answers to worksheet questions.

In Year 9, Amelie tackled trigonometric functions using the unit circle for exact values and reviewed exam-style problems she found challenging, especially in radians.

Meanwhile, Year 8 student Michael focused on writing a short story with structured planning support and explored methods for developing engaging narratives through provided outlines.

In Year 6 English, Elise often assumes what the question is asking, rather than taking the time to carefully read through the question and deducing what is being asked of her, which led to incomplete comprehension tasks.

Homework completion has also been inconsistent—one tutor noted, "we too often lose a lot of time during the lesson finishing work that should have already been completed."

For a Year 11 Maths student, written work was described as "very haphazard," making it difficult to follow steps or revise before assessments.

Over-reliance on calculators was also noted in exam preparation, resulting in missed opportunities to strengthen foundational skills.

A tutor in Millner noticed that a Year 10 student, Amelie, recently tackled quadratic equations much more independently than before—she identified her own mistakes on a test and corrected them herself without prompting.

Meanwhile, Elise in Year 6 has started outlining every step when solving multi-step maths problems out loud, a big change from earlier sessions where she stayed quiet and guessed. This shows clear growth in confidence.

In another session with a Year 11 student, Aymen worked through complex composite area questions by breaking shapes into parts—a skill he struggled to apply last term—and scored 46 out of 55 on his most recent test.