View the 9 reasons your school should be using Mathletics

Curriculum expectations

The scrapping of levels continues to pose a challenge for schools. There are however clear expectations from the DfE, Ofsted and other bodies:

“Ongoing assessment is a crucial part of effective teaching […] providing clear information about each pupils’ strengths, weaknesses and progress towards the end of key stage expectations.”

DfE Primary Assessment and Accountability under the new national curriculum

The Ofsted Handbook 2015 states, for the descriptor “the quality of teaching, learning and assessment”, the inspectors will evaluate the extent to which:

  • Assessment information is used to plan appropriate teaching and learning strategies, including to identify pupils who are falling behind in their learning or who need additional support, enabling pupils to make good progress and achieve well […] Inspectors will consider how well:

  • teachers use any assessment […] to modify teaching so that pupils achieve their potential by the end of a year or key stage

  • assessment draws on a range of evidence of what pupils know, understand and can do across the curriculum

  • teachers make consistent judgements about pupils’ progress and attainment, for example within a subject, across a year group and between year groups

The Commission on Assessment without Levels states that “formative assessment is a vital part of teaching and learning and can provide teachers and pupils with useful, real time information about what needs to happen next”.

How Mathletics helps with assessing performance in maths…

Teachers have access to Mathletics reports that provide an instant snapshot of class and pupil attainment and progress, with both numerical and graphical representations. This is especially useful in the absence of national curriculum levels and reports can be exported to Excel, providing the flexibility to incorporate Mathletics results into schools’ own assessment frameworks.

For Multi Academy Trusts and other related groups of schools, the reporting can encompass all schools within the group, providing a holistic view of performance in maths.

The reporting console provides Senior Leaders and Curriculum Co-ordinators with a snapshot of usage and improvement across a group of schools, as well as highlighting strengths and weaknesses in relation to topics or ‘strands’.

Mathletics content is fully aligned to the new curriculum and all pupil work is automatically marked and analysed, instantly highlighting strengths and weaknesses in relation to curriculum expectations and outcomes. Based on those strengths and weaknesses, Mathletics suggests targeted activities that will extend or support pupil learning.

Nine reasons your school should be using Mathletics

Don’t take our word for it…

“We use Mathletics a lot for assessments for learning. We set tasks in the classroom and as children are doing the tasks we monitor their results and re-set them if necessary. Mathletics has a fantastic tool that lets you re-set a task for a child that hasn’t achieved 85% or over, encouraging them try it again so they master the concept. Setting tasks can also be used for homework.

We also use Mathletics for end of term and year assessments because it has some fantastic SATs type tests which are brilliant because they are automatically marked and analysed for the teachers. There’s no additional work for the teachers but we can give children an assessment level and see where their strengths and weaknesses are.”

Holy Family Catholic Primary

Nine reasons your school should be using Mathletics
Nine reasons your school should be using Mathletics