Year 8 student Ava reviewed her algebra test results and practiced expanding and simplifying algebraic expressions, including work with brackets.

Year 10 student Jack focused on trigonometry by calculating unknown sides in right-angled triangles using ratios, as well as revising the concept of angles of elevation and depression through problem-based questions.

For a Year 5 learner, Felix worked on multiplication facts alongside time-telling skills, using clocks and times tables to reinforce understanding.

A Year 9 student struggled to remember algebraic rearrangement steps during equation questions—"she needed prompting each time a variable became the subject," noted one tutor—which led to repeated errors and slowed progress on simultaneous equations.

In Year 5, untidy working in time-telling tasks (especially reading minutes) made it difficult for her to check or correct answers before moving on.

Meanwhile, a senior Biology student hesitated to label diagrams of meiosis stages from memory, resulting in confusion between spindle and centrosome placement when constructing their own notes. These gaps left key topics feeling less secure after sessions ended.

One Orton Park tutor noticed a real shift in Hannah, a Year 10 student who previously struggled to explain her working out in algebra; she's now talking through her reasoning with only minimal prompting and finishing more problems independently.

In biology, Jack (Year 11) managed to clearly distinguish between meiosis and mitosis after mixing them up before, and even explained their roles in genetic variation without help.

Meanwhile, Lyla from Year 6 started spotting her own mistakes during probability questions—she paused to rethink rather than guessing, which hadn't happened before.