Year 3 student Josh completed an English assessment focusing on reading and spelling, alongside a mini maths NAPLAN test covering basic number skills.

In Year 8, Ari worked through statistics topics such as mean, median, mode, and creating box-and-whisker plots, then applied this by identifying outliers in real data sets.

For Year 9, Noah tackled surds and indices questions in algebra and practiced solving linear equations graphically using examples from his homework.

A Year 8 student did not complete his English homework, sharing that he "felt bad as he did not quite get the task," and only attempted one paragraph—this hesitation led to missed practice with structuring arguments.

In Year 10 mathematics, a student often relied on doing calculations mentally and avoided showing steps for linear equations; as one tutor noted, "he needs to show his thinking on the page," making it difficult to spot small algebraic errors.

For Year 7 statistics, another struggled with messy graph presentation—skipped color-coding and unclear layout slowed progress during lessons when reviewing outliers.

A Greenleigh tutor noticed one Year 11 student who previously hesitated to ask for clarification now openly requests help when stuck on complex essay structures, leading to clearer thesis statements and stronger written arguments.

In Year 8 maths, another student who found box and whisker plots confusing at first worked through challenging examples independently after initial support and even completed a diagnostic test that qualified him for advanced placement overseas.

Meanwhile, a younger learner in primary school began taking the initiative to do extra probability homework beyond what was set, showing new motivation and ownership over their learning.