Year 5 student Ava worked on converting fractions to percentages and decimals, as well as practising long division strategies.

In Year 8, Liam focused on simplifying algebraic expressions by combining like terms and using the distributive property to expand brackets.

Meanwhile, Year 9 student Ruby reviewed probability concepts—expressing probabilities as fractions, decimals, and percents—and practised identifying likely or unlikely outcomes along a probability line.

In Year 8, one student often left set homework incomplete and was distracted by her laptop during English sessions—"I spoke to her parents to hold onto her laptop during tutoring lessons, as it is a major distraction." This avoidance of independent written work meant less practice for upcoming essays.

Meanwhile, in Year 10 algebra, another student relied heavily on memory aids instead of recalling terms unaided when labeling diagrams.

In a Year 4 session, frustration with mistakes led to withdrawal from tasks; discouragement after errors made it difficult to re-engage.

Missed homework and distraction across grades resulted in less steady skill-building between lessons.

One Hovea tutor recently noticed a big shift in a Year 10 student who had always hesitated to ask for help—this week, she started openly asking questions during algebra practice and used feedback to correct her own work on simplifying expressions.

In Year 8 maths, another student who'd struggled with negative numbers last term now solves equations independently after extra support using number lines.

Meanwhile, a Year 4 learner who used to rush through times tables out of order is now taking her time, checking answers carefully, and finished all ten multiplication problems without any mistakes.