A Year 10 student struggled with setting out algebra steps clearly, as one tutor noted: "he skipped showing steps in equations, which hid sign errors." This meant time was lost backtracking rather than progressing.

In Year 8 maths, another student avoided unfamiliar indices questions during revision and stuck to comfortable types; gaps persisted when tests covered mixed skills.

For a Year 5 learner, times tables answers came slowly when switching between different numbers—layout in working was often messy, making it hard to check for accuracy.

A senior student didn't consistently take up feedback on trigonometric identities, so repeated mistakes reappeared in later practice.

A tutor in Stake Hill noticed a Year 7 student who used to quietly guess at answers now openly asks for clarification when something's unclear, especially during tricky geometry lessons.

In a recent high school session, a Year 10 student realised where he'd made errors on his last maths test and took the initiative to review those mistakes without prompting—something he'd hesitated to do before.

Another high schooler, working through probability and statistics, independently created a note sheet summarising key formulas after previously relying heavily on the tutor's guidance.