Year 2 student Naba worked on identifying and using the greater than, less than, and equals signs to compare numbers, as well as reading, writing, and using essential sight words like 'find', 'four', and 'for' in sentences.

Year 6 student Maim practised long division with three-digit numbers (including those with remainders) and improved her persuasive writing skills through a prompt arguing against homework.

Meanwhile, Year 7 student Sarah focused on algebraic expressions—creating them from worded problems—and began learning how to square numbers in preparation for more advanced algebra.

In Year 9, confusion often arose when translating word problems into algebraic expressions; as one tutor observed, "he gets tangled in his thoughts when the answer is there, but gets lost in the process." This meant repeated prompts were needed to clarify what each question required, especially with addition versus multiplication.

For a Year 4 student, misunderstanding instructions in both maths and English led to avoidable errors—she only improved after reading questions aloud together.

In early primary, messy handwriting and reversed numbers made written work hard to interpret; copying sentences sometimes resulted in missing words or letters, which slowed progress.

One Royston Park tutor noticed a big shift in a Year 8 student's approach to fractions—after consistently getting homework problems wrong, he was able to tackle them successfully in-session and began talking through his steps out loud instead of guessing quietly.

A high schooler who used to get stuck on long division now solves multi-digit sums with barely any prompting and even identified her own mistakes without waiting for help.

Meanwhile, a younger student who struggled to form sentences independently is now using word prompts to create imaginative descriptions, only asking for guidance when truly needed.