Year 4 student Noah worked on understanding and comparing fractions, including solving word problems involving mixed numbers.

Year 10 student Liam focused on applying Pythagoras' theorem to composite shapes and tackling trigonometry questions about missing angles using the inverse function.

Meanwhile, Year 11 student Grace revised derivatives from first principles and explored how to use the unit circle for finding exact values of trigonometric ratios.

In Year 11, one student was unable to complete a practice test under timed conditions and showed reliance on tutor guidance for each question; "he found some worded problems easy, but struggled to identify the right method in others."

In Year 9, another hesitated to show full working out—preferring mental calculation—which made it difficult to spot errors when checking answers.

For a Year 7 student, getting started on familiar questions was slow without hints, indicating a need for more independent problem-solving. These habits led to lost time during revision or left small mistakes uncorrected under pressure.

A Stockleigh tutor recently saw a Year 10 student who used to hesitate with worded maths problems now independently underlining key details and sketching diagrams before starting.

In a senior session, one high schooler—who'd struggled to recall formulas—could suddenly recite all steps for trigonometry questions from memory and even backtrack when he made mistakes.

Another upper-year student, after often waiting passively for hints, started openly asking detailed questions whenever unsure and managed to finish both familiar and unfamiliar calculus problems with only minor errors.