Year 3 student Lucas practised **two- and three-times tables** and worked on adding three two-digit numbers, connecting this to basic multiplication strategies.

In Year 8, Emily focused on converting fractions to decimals and **adding decimals together**, with extra attention to real-world decimal problems.

Meanwhile, Year 9 student Olivia tackled **perimeter and area calculations using diagrams**, alongside reading comprehension exercises linked to practical maths contexts.

In Year 3–4 mathematics, several students struggled to maintain focus throughout lessons, especially towards the end—one tutor noted, "she needed a lot of encouragement to do questions near the lesson's end."

For another, avoidance of written working in favour of mental calculation led to repeated confusion between multiplication and division.

In English for Year 5, a student misplaced her homework book and delayed producing it until prompted, resulting in minimal progress during the session.

Reliance on memory aids or finger counting also persisted in basic arithmetic tasks; when confronted with more complex problems or word questions, confidence noticeably dropped and engagement faded.

A tutor in Moores Pocket noticed Isla, a primary student, was able to redo a previous test and score much higher after working on her mistakes—she only missed one question this time.

In another session, Harrison (Year 10) demonstrated more independence by reading aloud from his report and self-correcting as he went, something he previously hesitated to do.

Ashlee (Year 7) recently achieved a perfect score on her spelling test after struggling with using new words in sentences; she now confidently uses them without prompting.

By the end of one lesson, Isla completed over 14 maths questions in just eight minutes.