Year 4 student Claudia focused on building confidence with the 3 and 4 times tables using palm cards and practiced reading analog clocks for whole and mixed hours.

In Year 7, Leonardo completed a diagnostic maths assessment covering place value, addition, subtraction, multiplication, and division, then moved on to calculating multi-digit multiplication problems such as 345 × 23.

Meanwhile, Year 8 student Nina revised adding mixed numbers and found the lowest common multiple of two numbers in Maths before exploring the basics of scientific investigation including hypotheses and variables.

A Year 8 student showed uncertainty with test strategies, hesitating when recalling times tables and losing confidence during factorisation questions; as one tutor noted, "her confidence leaves her once she is put on the spot."

In a Year 5 maths session, messy handwriting and unclear work layout in fraction problems made it difficult to follow her process—this could cause confusion later in high school.

Meanwhile, a Year 10 English student struggled to transfer verbal ideas into written form, often leaving creative writing tasks incomplete or disorganized.

Homework was sometimes left unfinished, requiring time to be spent reviewing missed material rather than advancing.

One Windermere Park tutor recently saw a Year 9 student, Aanika, move from hesitating to attempt new algebra problems to confidently solving linear equations on her own—something she'd previously avoided without prompting.

In Year 7 maths, Jasmine started out unsure about fractions but now independently works through fraction addition and even explains her methods aloud as she goes.

With a younger student in Year 4, Claudia used to rely heavily on the tutor for reading analogue clocks, but this week read several tricky times like 6:47 all by herself and checked her answers without any hints.