Year 5 student Will focused on area and perimeter during test preparation, as well as revising multiplication and division of fractions.

For Year 8, Sophia worked through questions involving index laws and simplifying under the square root, also tackling ratios and percentages from her recent school test.

In Year 9, Layla concentrated on applying Pythagoras' theorem to problem-solving tasks and completed revision sessions for an upcoming exam.

A Year 8 student arrived without essential materials for study, which meant key revision time was lost searching for old work instead of tackling new content.

In Year 11, a student's assignment formatting required multiple corrections—"a few minor changes were made to assignment formatting and interpretation," noted the tutor—which distracted from deeper analysis of the task itself.

One Year 6 learner did not complete set homework in consecutive sessions; as a result, she needed extra class time just to catch up on core concepts like BODMAS and percentages.

Meanwhile, a Year 7 student repeatedly avoided showing working in algebra tasks, so persistent sign errors crept into her solutions.

One Green Hill tutor noticed a big shift with a Year 9 student who, after struggling to prepare for tests independently, started bringing in her own practice questions and openly asked for help on the parts she found tricky.

In a recent high school session, another student tackled complex angle problems mostly on his own—last month he needed step-by-step guidance but now moves through worksheets with little prompting.

Meanwhile, a primary student who previously hesitated to check her work has begun backchecking for mistakes without reminders, catching errors before moving forward.