Year 4 student Scarlett practised identifying independent and dependent clauses, improved her use of pronoun references in writing, and worked on creative tasks like drafting memoirs and biographies using structured planning.

In Year 11 Chemistry, Aimee revised stoichiometry with a focus on mole-mass conversions, balanced equations, and also tackled organic chemistry concepts through practice exam questions.

Year 12 Biology student Charli reviewed the adaptive immune system by applying her understanding to targeted multiple choice and short answer questions, while also revising evolution topics using class notes and exam-style problems.

A Year 11 Chemistry student, when faced with analytical questions on equilibrium and fuel cells, often became overwhelmed by detail—she overcomplicates the question, as one tutor observed—leading to missed marks when she didn't break problems into smaller steps or refer back to equations.

Meanwhile, a Year 4 English learner hesitated to launch into writing tasks, stalling out of fear that her first draft wouldn't be perfect; this left her great ideas trapped in dot points instead of becoming a polished story.

For both, avoidance of feedback or rushing through reading meant repeated misunderstandings and lost confidence mid-task.

One Tranmere tutoring session saw a high school student, Aimee, tackle new chemistry questions ahead of her class and openly ask for help when she hit roadblocks—a real shift from her earlier tendency to wait for guidance.

Another tutor noted Charli's improvement in biology: after previously hesitating to participate, she now highlights topics she finds difficult and asks targeted questions to deepen her understanding.

Meanwhile, Cameron (Year 7) wrote a creative short story with enthusiasm and, for the first time, accepted feedback on grammar and punctuation without frustration, revising their work independently before reading it aloud.