Year 7 student Lucy practised converting between mixed numbers and improper fractions, then worked through adding and subtracting fractions with different denominators.

Year 10 student James focused on non-right angled trigonometry, bearings, and tackled challenging questions from past exam papers to consolidate his understanding.

For Year 12, Hannah revised key organic chemistry concepts including hydrocarbons, IUPAC nomenclature, and the functional groups of haloalkanes and alcohols, reviewing naming conventions and structures in preparation for upcoming assessments.

In Year 10, she struggled to answer exam-style questions and lost confidence when faced with longer or more complex wording, which meant she hesitated even on familiar algebra.

For a Year 12 student working with Normal Distribution problems, over-reliance on the formula sheet left her stuck when trick questions required outside-the-box thinking.

As a tutor noted about a Year 8 session, she often gets the variable signs mixed up when doing algebra, causing repeated errors and slow progress.

During a Year 5 lesson, lack of focus during data-heavy worded problems led to missed key information and incomplete answers.

A tutor in Seahampton recently saw a Year 12 student who had been struggling with simultaneous equations finally tackle both methods independently, where before they needed step-by-step prompting.

Another high school student who often hesitated to try advanced algebraic questions started working through problems on her own and asked for extra practice instead of waiting for guidance.

In primary sessions, one younger student who previously rushed through work now pauses to double-check answers, managing to finish all fifty assigned exercise questions carefully without skipping any.