Year 6 student Henry focused on probability as fractions, decimals, and percents, along with reading and interpreting the probability line using real-life examples.

For Year 8, Olivia practised simplifying algebraic expressions involving polynomials and applied the distributive property to expand brackets.

Meanwhile, a Year 5 student explored mean, median, and range in data sets by organising numbers and finding central values together.

Several high school students missed homework deadlines, notably in Year 9 English ("didn't complete set homework by me (re-do of introduction)"), and Year 8 Maths ("didn't complete any of the probability questions that were given to her").

A Year 10 student avoided writing out answers herself in class, relying on the tutor instead: "Ava continues to find excuses on not writing herself, and getting me to write answers for her."

Distraction was a recurring challenge—one Year 7 student's focus drifted repeatedly during algebra revision, which led to incomplete working. In these moments, learning momentum stalled and key feedback opportunities were lost.

One Stoneville tutor recently saw a Year 10 student who used to avoid asking for help with algebra now openly request clarification when stuck, which led her to correctly simplify expressions involving negative numbers by the end of the session.

A Year 8 student, who previously hesitated to attempt probability questions independently, managed to construct and explain a full tree diagram on her own after some guided practice.

Meanwhile, a Year 3 learner who struggled with writing out sentences began using spare time to compose short stories and practice new spelling words without prompting from the tutor or parents.