Year 6 student Zane worked on understanding the order of operations in maths and developing English comprehension by practising responses in full sentences.

In Year 8, Olivia tackled linear equations and explored how to write effective essay introductions for English.

Meanwhile, Year 9 student Mia focused on solving trigonometry problems in maths and writing an analytical essay about the novel "Wonder," with attention to planning arguments clearly.

A Year 9 student was "easily flustered when learning new concepts," leading to missed steps in algebra and a reluctance to try unfamiliar problems.

In Year 7, homework was often incomplete or rushed; one tutor noted, "most addition homework was attempted as subtraction," showing how lack of checking and unclear working slowed progress.

Senior work in Years 11–12 revealed trouble locating past tests and following up on feedback, leaving gaps unaddressed before assessments.

Across grades, tiredness near term's end made it harder to focus, especially during multi-step maths questions—a pattern that left small errors unnoticed until review time.

A tutor in Spring Gully noticed a Year 10 student who used to quietly muddle through difficult maths topics now openly speaks up when stuck, which has led to real progress—she recently recognised gaps in her understanding of worded problems and asked for clarification instead of guessing.

Meanwhile, a Year 8 student who struggled with remembering key algebra concepts is now recalling and applying skills from earlier lessons, especially when graphing functions.

In primary sessions, one younger learner proudly showed off a neatly organised homework folder for the first time and completed all spelling words without reminders.