Year 6 student Jasmine focused on multiplying and dividing by 10, 100, and 1000 as well as applying BODMAS to multi-term expressions.

Year 9 student Connor practised plotting linear equations and determining gradients from graphs, then moved on to rearranging algebraic formulas to make x the subject.

Meanwhile, Year 11 student Sam worked through time series analysis and also tackled binomial and geometric sequences in preparation for an upcoming exam.

One Year 9 student frequently left assigned textbook questions incomplete, particularly before major assessments; as a tutor noted, "she must do the homework questions I assigned to her before Monday for her exam."

In Year 11 general maths, minimal written working made it hard to track reasoning in multi-step problems, leading to confusion about which formulas applied.

Meanwhile, a primary student avoided writing out calculations for times tables and often got stuck on 8×8 and 8×4, making progress slow and uneven during drills.

Missed practice opportunities meant core skills—like rearranging equations or remembering integer rules—remained shaky heading into new topics.

One Arundel tutor noticed a Year 11 student who previously struggled with time series data now confidently analysing and interpreting patterns, tackling exam-style questions without hesitation.

In Year 8 maths, a quieter student started off hesitant but recently began talking through algebra problems aloud instead of working in silence—she's actively asking for clarification rather than guessing.

Meanwhile, a younger primary learner who used to forget her times tables is now recalling her 4s and 7s easily during practice, even explaining the importance of order of operations before moving on to the next question.