Year 5 student Scarlett focused on identifying Greek and Latin roots in vocabulary and practiced applying rules for capitalisation and punctuation using targeted activities.

Year 11 student Aimee worked through detailed stoichiometry questions, particularly on mole-mass conversions, and then revised Organic Chemistry concepts by reviewing practice SAC questions.

Meanwhile, Year 12 student Charli consolidated her understanding of the adaptive immune system and tackled a set of exam-style questions to apply these learnings to likely assessment scenarios.

A Year 11 Chemistry student, Aimee, sometimes became overwhelmed by complex questions and tended to overcomplicate her approach rather than breaking problems into manageable steps.

As one tutor noted, "She needs to be more meticulous when applying the rules because it is easy to make small errors such as incorrectly assigning the longest carbon chain."

Meanwhile, Scarlett in Year 6 English often rushed through reading tasks, skipping words and losing meaning; this led to missed cues in sentence structure exercises and confusion when transferring ideas into writing.

These patterns meant time was spent correcting basic misunderstandings instead of building new skills or confidence.

Aimee has become much more proactive about her learning—she now regularly attempts challenging chemistry questions before lessons and openly highlights areas where she needs extra help, rather than waiting to be prompted.

Another secondary student, Charli, showed new independence by using diagrams and notes to solve biology problems she had previously struggled with, confidently identifying her own gaps as we worked through practice questions.

Meanwhile, Cameron (Year 7) demonstrated a big shift in creative writing: after initially hesitating with grammar feedback, they revised their story draft by actively seeking suggestions and then incorporating them into the piece.