Year 4 student Eva practised measuring angles using a protractor and revisited percentage questions, with extra focus on correcting mistakes.

For Year 8, Noah tackled surface area and volume problems for prisms and cylinders, working through calculations step by step.

Meanwhile, Year 10 student Sarah focused on solving quadratic equations both by factorising and applying the quadratic formula to a range of practice examples.

A Year 9 student hadn't completed any extra revision before an upcoming exam, which meant opportunities to build independent study habits were missed—"she hadn't done any extra revision for her exam since the last session."

In Year 11, lesson planning and preparation remained inconsistent; a tutor noted sessions often began without clear goals, making it harder to target weaknesses.

Meanwhile, a Year 7 student's solutions were sometimes messy and hard to follow in algebra problems, leading to confusion when reviewing errors.

In primary maths, incomplete homework was common, with one child getting most questions wrong at home but then solving them correctly together in-session. This suggests significant gaps in independent problem-solving or confidence outside of tutoring support.

One Richardson tutor noticed a Year 11 student who previously struggled with quadratic graphs quickly grasp how changing variables shifts their shape, and he now asks more questions to deepen his understanding.

In a recent high school English session, another student became much more descriptive in her narrative essays, moving from brief sentences to richer detail after focused practice.

Meanwhile, a younger learner gained real independence using a protractor—she's now consistently measuring angles correctly on her own, where she used to hesitate and ask for help each time before tackling an angle-measuring question.