Year 5 student Emily worked through converting decimals to fractions and percentages, as well as decimal placement in numbers.

Year 8 student James practised solving straight-line equations using the gradient formula (m) and y-intercept (c), tackling several exam-style problems for deeper understanding.

Meanwhile, Year 9 student Olivia revised surds and indices, including negative indices and simplifying fractional powers, while also applying scientific notation to unit conversions.

A Year 9 student was hesitant to attempt challenging algebra and indices problems, often freezing up when unsure—student freezes up when overwhelmed, shuts down, second guesses—which led to repeated errors and a reluctance to practice independently.

In Year 8 maths, another struggled with multi-step worded questions, losing focus partway through and missing key data needed for problem-solving.

Meanwhile, in Year 11 English, failing to plan essays resulted in scattered ideas and missed opportunities to build arguments with evidence.

Forgotten homework or revision tasks also meant less confidence recalling prior concepts during lessons.

A tutor in Woodberry noticed Molly, a Year 10 student, moving from needing step-by-step guidance to independently solving two advanced algebra questions after recalling methods from earlier sessions—a shift from past uncertainty with exam-style tasks.

In Year 8, Rylan recently demonstrated more initiative during revision by looking up statistics for his history assessment on his own and identifying the main revision points without prompting.

Meanwhile, Olivia in Year 5, who used to hesitate with new number concepts, now logically works out Roman numerals she hasn't seen before and applies her multiplication tables quickly when tackling large numbers.