Year 3 student Lucas worked on mastering multiplication techniques and times-tables using interactive memory games, as well as applying the column method for addition and subtraction with both single- and multi-digit numbers.

In Year 7, Emily focused on algebraic basics—such as balancing equations—and revised fraction operations including how to add and multiply fractions for stronger foundations in more advanced topics.

Meanwhile, Year 8 student Alex practiced solving quadratic equations using the quadratic formula and explored real-world maths by calculating simple interest after rearranging equations.

In Year 9 mathematics, one student hesitated to attempt complex algebraic problems independently, instead turning quickly to calculators and example solutions—he wanted to use calculators or a multiplication table for the 'hard' questions, noted a tutor. This reliance on aids slowed the development of core problem-solving skills.

In Year 11, stress and self-doubt became visible during test preparation; despite reviewing fraction operations, revision focused mostly on worked examples rather than independent practice.

Meanwhile, a primary-aged student resisted engaging with multiplication work, repeatedly redirecting conversations when bored. As frustration built, confidence waned and tasks were left incomplete.

In South Brighton, Brooke has begun to solve multiplication by hand rather than depending on her calculator. Last session she completed all algebraic equations without prompts and showed accurate reasoning using BEDMAS.

In Year 7, Prajna demonstrated a new level of independence by rereading comprehension texts before answering questions, moving away from her previous habit of rushing.

Jye (Year 5) now actively self-corrects his reading errors during oral tasks and recently measured several lengths accurately with a tape measure in practical maths activities.