Year 3 student Xavier focused on adding and subtracting larger numbers, practising three-digit addition and takeaways to build confidence with bigger values.

In Year 7, Alice revised converting between fractions, decimals, and percentages as well as tackling measurement conversions such as millimetres to kilometres using real-world examples.

Meanwhile, Year 8 student Max worked through algebraic equations involving variables alongside adding, subtracting, multiplying, and dividing fractions that include variables.

In Year 4, one student struggled to set out addition and subtraction clearly, often omitting working for multi-step problems—she sometimes is too quick to give an answer or gets confused about what number is used for what part of solving the question.

In Year 8, a student's decimals work was held back by difficulty lining up columns when adding or subtracting, making errors harder to spot.

For a senior student (Year 10), test revision focused only on familiar fraction types; less time went into practicing new question formats.

When homework was missed without notice in Years 7 and 9, gaps in skill development persisted into following lessons.

A Bicton tutor noticed a big shift in one high school student, Poppy, who previously hesitated with algebra but now rearranges equations on her own and is even tackling multiplication with brackets—something she used to avoid.

Another secondary student, Chloe, moved from needing hints to solve improper-to-mixed fraction questions to working through most of them confidently and making only minor mistakes.

With a younger learner, Xavier, sessions have focused on building independence; he now counts digits without being prompted and tries new problems solo instead of waiting for help. Last week, he finished all his addition exercises unassisted.