Year 4 student Alex worked on area and perimeter calculations, then explored volume of prisms using visual aids.

For Year 9, Maya focused on algebra skills including factorising quadratic expressions and solving equations with the quadratic formula.

Meanwhile, Year 11 student Tom tackled introductory calculus by practicing product and quotient rules, as well as applying limits in differentiation problems.

Distraction and incomplete working out were key issues this week.

A Year 8 student, after an hour, became unfocused—she guessed answers under time pressure instead of showing her steps in negative number problems.

In Year 10 English, a student's essay drafts lacked structure because he didn't plan or proofread, making his arguments unclear to the marker.

Another in Year 11 Chemistry forgot to label graphs and struggled to organise notes efficiently.

In Year 9 maths, messy layouts meant fraction simplification errors went unnoticed until review. This led to confusion and extra time spent retracing steps rather than building new skills.

One Osterley tutor noticed a Year 11 student who had previously hesitated to tackle unfamiliar calculus topics now actively requesting harder linearisation problems and quickly applying new concepts, even exploring limits and piecewise functions with minimal prompting.

In Year 9 English, another student—who used to stick closely to formulaic answers—has started crafting persuasive speeches that weave in her own opinions and rhetorical devices, demonstrating genuine engagement with the material.

Meanwhile, a younger student recently began leading problem-solving steps aloud for maths questions, showing newfound independence by confidently rounding numbers and explaining her process without waiting for hints.