Year 7 student Willow worked on solving algebraic equations and more advanced fraction operations, building confidence with step-by-step examples.

In Year 8, Daisy focused on negative numbers as well as strengthening multiplication and times table recall through practice exercises.

For Year 9, sessions with Tom included parallel lines and angle relationships using diagram-based problems, plus revision of polygons and their angle sums.

In Year 8 algebra, Willow often avoided writing out her working on paper, instead trying to solve equations mentally; as a tutor observed, "she needs to show her work more, so as to be able to pick mistakes." This habit led to repeated errors that went unnoticed and limited her ability to self-correct.

Meanwhile, in Year 10 Maths Methods, Riley struggled with organization—frequently leaving units off answers or failing to label axes when graphing linear equations. These details made it harder for him to identify where his reasoning faltered and slowed progress during problem-solving sessions.

One St Andrews Beach tutoring session saw a Year 9 student, Riley, who previously hesitated with algebraic equations, now confidently expanding brackets and collecting like terms on his own.

Willow, in Year 8, recently began solving percentage and fraction questions mentally—something she would avoid before, often double-checking every step out loud. Now she is solving problems mentally unaided.

For a younger student, Gracie (Year 5), there's been a real shift: she used to freeze when presented with complex place value problems but is now managing large numbers independently and even volunteering to explain her method back to the tutor.