View the 9 reasons your school should be using Mathletics

What teachers say…

“With Mathletics because it’s personalised it means we can set core exercises, but if children find those a bit too easy they can go onto something a bit harder, or if they find it tricky they can go onto something easier. Obviously that’s better for the children,
it’s much more motivational and engages them a lot more.”

Sue Webb, The Downley School, High Wycombe


“I also find that as a teacher Mathletics allows me to differentiate really effectively between the children in my class. It’s possible to set different tasks at different levels for different children or individuals. The children can therefore work at a level that’s appropriate for them.”

Sue Larson, Christ the Saviour Primary School, Ealing


“You can tailor Mathletics so specifically to each child that you’re not teaching a whole block lesson where ten children already know how to complete the work. Mathletics allows you to differentiate and be diverse in class with what you are teaching and to whom.”

Matthew Taylor, Christ the Saviour Primary School, Ealing

Ofsted looks for evidence that the specific support needs of various pupil groups are being met

This would include FSM, the most able, lower-attaining pupils and pupils with SEN.

By default, pupils will be assigned to the national curriculum course in Mathletics that corresponds to their year group. However it is likely that a teacher would have pupils of mixed abilities that require either consolidation of concepts from previous years or extension work. Mathletics provides teachers with the ability to effectively differentiate and personalise learning:

  • Pupils have access to three levels of difficulty per topic
    – “Core”; “Something Easier”; “Something Harder”. Immediate feedback informs pupils as to the appropriate level for them to be working at

  • Real-time results data allows teachers to easily identify learning gaps, enabling them to easily and quickly assign work to address the weaknesses

  • Teachers can assign different activities or whole courses to groups or individual pupils, according to their ability and level of conceptual understanding

  • They can also create bespoke courses, tailored to the specific individual needs of groups or single pupils

  • Pupils can be assigned to multiple courses, enabling them to consolidate previous years’ content whilst simultaneously working on the current year’s programme of study at the same pace as the rest of the class. This ‘secret setting’ means they are not made aware that they might be working at a lower level so their self-esteem, con dance and motivation are not negatively impacted.

Watch our videos to find out more…

Mathletics in five minutes

What teachers are saying about Mathletics