Case Study: Walgrave 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.
Supportingengaging personalised learning at a Northants primary school.
The Walgrave Primary School in Northamptonshire has been using 3P Learning’s Mathletics, digital ‘challenge and reward’ resource to increase levels of pupil engagement, confidence and motivation.
The Challenges Faced: While Walgrave pupils generally make excellent progress, when head teacher James Ayton joined the school nine years ago he found that overall achievement in maths was not as good as that seen in English.
Academically we strive to ensure our school is not a sausage factory for exam results,” James explains. “We are more focused on ensuring that all the children realise their full potential and are enthusiastic and ready for their next steps in education when they leave us.
“However, I wanted to ensure that standards in maths didn’t lag behind. Also I was very keen to make sure that all the resources we use help children to enjoy their lessons – that can only be a positive thing”
About the School: Walgrave Primary is a small, one-form entry school of 149 pupils in rural Northampshire, serving four local villages, with around 30% of pupils joining from out of catchment. It is very proud of its strong community-focused ethos. In November 2014 it formed a federation with neighbouring Pitsford Primary School. Rated as ‘good’ by Ousted, the school has very low levels of EAL or SEN pupils, or those supported by pupil premium. A happy and friendly school, it aims to inspire its pupils to become enthusiastic and capable learners.
“Has Mathletics contributed to our school’s success in this area of the curriculum? Absolutely. Maths achievement across the school is strong and by the time the children leave at Year 6, many have achieved the higher levels.
Mathletics makes a significant contribution to the success of our children, particularly during the early stages of their education. “
James Ayton, Head Teacher, Walgrave Primary School.
The Solution: “Another headteacher recommended Mathletics to me, and following conversations with the team at 3P Learning we decided to give it a go. I have to say we have never looked back! One of the greatest challenges with any new initiative is keeping momentum around it and ensuring it becomes sustainable. Mathletics – and its ease of use – made this simple.
“Once the children were set up, Mathletics became incredibly easy to run and maintain. All teachers allocate homework on the system and it’s very popular. Every year when the new children start in Reception one of their first questions is; ‘When can we start on Mathletics?’ – especially if they have older brothers and sisters.
“That said, we still have a few tricks up our sleeves to ensure the children use – and enjoy – Mathletics. We have a weekly celebration assembly where the children bring in achievements and certificates that they have acquired outside school hours. We celebrate certificate winners as ‘Mathletes of the Week’ and display the highest points scored in the Gold, Silver and Bronze categories.
“We monitor the use of Mathletics regularly and if we do identify any decline in usage, we re-engage the children through challenge weeks, focusing on areas like ‘The best Mathletics class of the week’ or even ‘Can we get every child up for a Mathletics certificate next week?’ In reality we haven’t yet achieved the last one but we have come close!
“Ultimately, nothing beats the joy of presenting a Gold certificate! When this occurs, it’s time to break out the Spandau Ballet! We invite the children who have got Gold certificates to the front and they get to nominate a teacher to join them and other pupils dancing at the front of the assembly! This invariably ends in a staff and pupils dance off and a great deal of loud singing and laughter at bad dancing!”
The Benefits: “We are strong believers that where the heart goes first the head will follow, so we work hard to ensure our children feel loved and valued and above all we try to make every day at school engaging and fun,” continued James.
“Has Mathletics contributed to our school’s success in this area of the curriculum? Absolutely. Maths achievement across the school is strong and by the time the children leave at Year 6, many have achieved the higher levels – never less than half the Year 6 have achieved Level 5+ in the last three years. Last year a quarter achieved Level 6.
“Mathletics makes a significant contribution to the success of our children, particularly during the early stages of their education. It has provided our children with an engaging, sustainable and highly effective personalised learning program that can be tweaked for each child and one they love getting involved with. I really would recommend it to any primary school.”
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