Year 3 student Lucy worked on the two-times and three-times tables, along with strategies for adding three two-digit numbers as used in multiplication.

For Year 6, Sam practised long division with remainders and explored multiplying by 10s, 100s, and 1000s using split strategy multiplication.

Meanwhile, Year 7 student Chloe focused on converting fractions to decimals and adding decimals together, applying these skills through real-number examples.

A Year 4 student hesitated to attempt unfamiliar addition problems unless prompted, often avoiding written working out of fear of mistakes—"she tries to do everything in her head and does not say anything when she can't figure it out."

During a Year 5 division task, confusion arose between multiplication and division, especially with larger numbers; over-reliance on reference booklets made adapting to new problem types harder.

Across both years, incomplete homework or avoidance was common—one lesson stalled when "she said her teacher might have the booklet" but produced it only after extra encouragement.

These patterns left gaps in confidence during assessments and slowed progress on multi-step questions.

A tutor in Newtown noticed a big shift for Isla (Year 6) who used to need lots of prompting with her maths assessments—last session, she caught her own mistakes and corrected them independently, showing real growth in self-checking.

Harrison (Year 10) struggled with reading aloud from science reports but, after some guided practice, managed to read sections out loud and even self-corrected tricky parts by the end of the lesson.

Ashlee (Year 8), who had found spelling challenging, finished her latest spelling test with only one error and was able to use new words accurately in sentences.