Case Study: Brookdale Primary School
Mathletics Case Studies
We know Mathletics delivers powerful results wherever it is used, but don’t take our word for it. Take a look at what teachers across the country are saying about how Mathletics is impacting learning in their schools.
Strengthening delivery of maths in a North West primary school.
The Challenge: The school had been using Mathletics – an online games-based challenge and reward maths resource – for six years, but not consistently and to full effect, as Year 2 teacher and maths subject leader Diane Kenny explains…
“Last September 2015, we took a decision to increase our focus on maths and raise its profile throughout the school. We had recently completed a similar project on writing with great success, so we knew it would be worthwhile.”
About the School: Brookdale is a small, one-form entry community primary school in Greasby on the Wirral in the North West of England. Rated ‘Good’ by Ofsted, its motto is ‘Believe, Progress, Succeed’ and it prides itself on its friendly, welcoming atmosphere. Pupils come from a mixed catchment area and all achieve well and make good progress. By the end of Key Stage 2, they attain above the national average in English and mathematics.
“I’m really pleased that Mathletics is helping us make maths a particular strength of our school. The element of competition works really well for us. If I tell Year 6 that they are being beaten by Year 2, our older children suddenly get very interested again!”
Diane Kenny, Year 2 teacher and maths subject leader, Brookdale Primary School.
The school took a fresh look at Mathletics and encouraged teachers and pupils alike to use it to the max.
“We made sure it was more available to use by allocating more time for maths classes in the ICT suite and by uploading the app to our ipads – we have six in every class room. We are also fortunate to have a teacher and a teaching assistant for every class, so of course we talked to them about how to get the best out of Mathletics too,” said Diane.
“We also improved the visibility of Mathletics around the school. We have put Mathletics charts and graphs up in each classroom – so for every bronze, silver and gold certificate the children win, they get a mark on the board. This has sparked competition and prevented the drop off in usage which used to occur as the children got older.
“The element of competition works really well for us. If I tell Year 6 that they are being beaten by Year 2, our older children suddenly get very interested again!
“We do use some live Mathletics, particular as a warm up activity, but the most popular and well-used features for us are the topics and activities. We especially like Rainforest Maths activity and Times Tables Toons songs.
“Children have to do one hour a week minimum to gain a Bronze certificate – so if they do half an hour in lesson time, they must do another half an hour in their own time. Those without computer access at home can come into school early and the computer suite is also available to them at lunchtime, along with ipads.
“We have also raised the profile with parents, by talking about Mathletics during parent’s evenings. By involving parents like this we’ve been able to improve the participation of children who weren’t using it much – parents like the idea and push them to do some at home.”
The Benefits: “We are definitely seeing an upward trend. It’s hard to quantify the improvements until the end of the year, but there’s generally a far more positive attitude to the subject around our school. It’s so user friendly. Children like it – particularly the reward aspect, and teachers like it because it is linked to the national curriculum. I’m really pleased that Mathletics is helping us make maths a particular strength of our school.”
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