Year 2 student Olivia practised multiplication as repeated addition, tackled word problems using the four times table, and explored how division works by separating objects into groups.

For Year 9, Cale focused on revising polynomial and binomial expressions as well as applying index laws with positive exponents in algebra.

Meanwhile, Year 10 student James worked on essay writing skills, including structuring essays with proper bibliographies and using in-text citations for his English assignments.

A Year 10 student lost a key Maths assignment due to poor computer file management, directly impacting his grade; as one tutor noted, "he will need to change the way he saves his documents."

In Year 8 Maths, confusion between mean and mode repeatedly slowed progress, while in English assignments, drifting off-topic or struggling to organize ideas made it difficult to express thoughts clearly.

Meanwhile, a Year 4 student relied heavily on finger counting for multiplication and was "distracted by lego," making sustained focus tough during longer sessions. When tasks became unfamiliar or complex—like long division or worded problems—confidence dropped and mistakes crept in.

A tutor in North Ipswich noticed a Year 10 student now asks for help when stuck, rather than falling behind quietly—something he'd avoided before.

A Year 11 student surprised his tutor by starting research independently on an assignment and coming to the session with clear questions, showing more initiative than in past terms.

Meanwhile, a Year 3 student demonstrated new self-correction skills during maths: after reviewing her last test together, she identified her mistakes and fixed them with little assistance.