Year 4 student Claudia practiced addition with larger numbers using the split strategy and worked on subtracting tens from three-digit numbers, including mixed examples.

Year 7 student Nina focused on multiplying and adding fractions, as well as reviewing times tables accuracy through verbal recall.

Meanwhile, Leonardo in Year 8 completed questions involving place value, addition, subtraction, multiplication, and division to assess his understanding before moving on to more complex multi-digit multiplication strategies.

In Year 4 maths, one student's workbook showed messy layout and unclear working when adding fractions—"writing was hard to follow," noted the tutor, making errors harder to spot during revision.

A Year 8 student in algebra hesitated to show steps for factorisation problems, especially under test conditions; her lack of confidence led her to avoid writing full solutions even when she knew the answer.

Meanwhile, a Year 11 student preparing for probability found it difficult to retain key methods between sessions due to incomplete homework and minimal revision outside class. This left her struggling to recall processes during practice exams.

One Point Wolstoncroft tutor recently noticed a Year 10 student, Aanika, who previously hesitated to attempt complex linear equations now confidently solves them on her own after working through the steps together.

In another session with a Year 8 student, Jasmine began applying the lowest common multiple method independently for fraction questions—last term she would wait for hints before starting.

Meanwhile, a Year 4 student, Claudia, who once struggled to read times from an analogue clock without prompting, surprised her tutor by reading tricky times like 6:47 aloud and then drawing them herself on the board.