Year 4 student Erin worked on strategies for recalling times tables and ways to improve focus during maths activities.

In Year 10, Codi revised circular functions in preparation for an upcoming exam, practicing with a range of trigonometric problems.

For Year 11, Ayelet focused on simplifying surds and indices, concentrating especially on the correct application of index laws when multiplying and dividing terms.

A Year 4 student sometimes avoided writing working for subtraction and big-number problems, instead "adding and subtracting in her head," which made it harder to spot where steps were missed.

Homework was also left incomplete unless done with support; when solo, assignments like skip counting times tables weren't attempted at all.

In Year 10 English, a reluctance to trust her vocabulary led to overly wordy sentences—one tutor noted she struggled to "communicate fantastic ideas" clearly in essays.

For a senior maths student, over-reliance on formulas meant difficulty applying concepts to new questions without guidance.

A Montrose tutor recently saw Lizzie, a senior student, shift from simply following essay structures to confidently developing her own arguments and embedding quotes in ways that reflect genuine independent thought—she even brought new perspectives the tutor hadn't suggested before.

Meanwhile, Ayelet in Year 10 started explaining her reasoning aloud when applying index laws, a big change from earlier sessions where she'd quietly rely on prompts.

For a younger student, Maya now powers through division speed rounds—finishing ten questions in just 3.5 minutes this week after needing nearly three times as long at the start—and set herself a goal to beat that next session.