{"id":7456,"date":"2025-11-25T05:06:35","date_gmt":"2025-11-25T05:06:35","guid":{"rendered":"https:\/\/www.mathletics.com\/blog\/?p=7456"},"modified":"2025-12-10T03:56:48","modified_gmt":"2025-12-10T03:56:48","slug":"case-study-how-mathletics-drives-maths-results-at-st-marys-primary","status":"publish","type":"post","link":"https:\/\/www.mathletics.com\/blog\/educators\/case-study-how-mathletics-drives-maths-results-at-st-marys-primary\/","title":{"rendered":"Case Study: How Mathletics Drives Confidence & Results at St Mary’s Primary"},"content":{"rendered":"

For\u00a0nearly ten\u00a0years, Mathletics<\/a> has been part of daily life at St Mary\u2019s RC Primary School in Battersea.\u00a0<\/span><\/p>\n

What began as a digital tool for homework has grown into a trusted, motivating and confidence-building\u00a0component\u00a0of the school\u2019s maths provision\u00a0<\/span>–<\/span>\u00a0one that the staff,\u00a0students\u00a0and families recognise as something bigger than just another online program.<\/span>\u00a0<\/span><\/p>\n

At the heart of this long-term success is Ali\u00a0<\/span>Shoubber<\/span><\/span>, the school\u2019s long-standing Maths Lead.<\/span><\/p>\n

Since joining St Mary\u2019s nine years ago, he has overseen the school\u2019s use of Mathletics and watched it evolve alongside students\u2019 needs, government expectations and the growing demand for engaging, curriculum-aligned EdTech.<\/span>\u00a0<\/span><\/p>\n

A trusted part of maths learning at St Mary\u2019s<\/h3>\n

St Mary\u2019s is a close-knit Catholic primary school with a strong commitment to nurturing confident, curious learners.\u00a0<\/span>\u00a0<\/span><\/p>\n

Their\u00a0maths curriculum is no exception: teachers use a combination of traditional lessons, visual modelling, specialist\u00a0instruction\u00a0and online programs to support every child\u2019s development.<\/span>\u00a0<\/span><\/p>\n

For Ali, Mathletics is not an add-on\u00a0it\u2019s\u00a0an\u00a0extension of the school\u2019s approach.<\/span>\u00a0<\/span><\/p>\n

\n

\u201cIt\u2019s part of our wider provision. It\u2019s not a separate thing \u2013 it\u2019s an extension of our maths learning,\u201d he says. \u201cThe concepts are the same whether we\u2019re doing it on the board, in books, or on Mathletics.\u201d<\/strong><\/p>\n<\/blockquote>\n

Mathletics is used flexibly across the school: for homework, in-class practice, whole-class modelling, small group intervention and even assemblies or celebrations.<\/p>\n

This variety allows teachers to weave it naturally into their curriculum planning without the pressure of creating something new from scratch.<\/span>\u00a0<\/span><\/p>\n

\"Primary<\/p>\n

Motivation through progress and rewards<\/h3>\n

One of the biggest shifts Ali has seen over the past decade is how Mathletics has kept pace with what genuinely motivates children. When he first started at St Mary’s, the program served its purpose well but then something changed.<\/p>\n

\n

\u201cWhen I first started, Mathletics was serving its purpose well. But then things kind of revolutionised \u2013 suddenly you had games like Meritopia, avatars, certificates got a rebrand and the Skills Quests challenged our more able children.\u201d\u00a0<\/strong><\/p>\n<\/blockquote>\n

Every week, children celebrate their progress through certificates, points, coins and levels \u2013 and St Mary’s has embraced that celebration culture wholeheartedly.<\/p>\n

Teachers display certificates in classrooms, announce achievements in assemblies, and use the reward system as a way to recognise effort and persistence, not just correct answers.<\/p>\n

A highlight this year was a visit from a Mathletics team member who led a whole-school assembly \u2013 complete with trophies for top performers and recognition for consistent effort.<\/p>\n

\n

\u201cThat was great because it took the celebration to another level,\u201d\u00a0Ali says.\u00a0\u201cIt reminded them they\u2019re part of something bigger than just St Mary\u2019s.\u201d\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

\"Teacher<\/h3>\n

Building confidence and supporting every learner<\/h3>\n

Like many primary schools, St Mary’s teaches children with a wide range of abilities in each class. Some students arrive confident with number work: others need significant support to build foundational skills.<\/p>\n

One of Mathletics’ biggest strengths, according to Ali, is how easily teachers can tailor the platform to meet these diverse needs.<\/p>\n

\n

\u201cAs a teacher, you can take a lot of ownership and tailor it to your school\u2019s needs,\u201d\u00a0he explains. \u201cYou can assign different year groups, set groups, adjust Live Mathletics levels \u2013 <\/span> there are lots of ways to personalise.\u201d\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

This flexibility means teachers aren’t locked into a one-size-fits-all approach. A child who struggles with multiplication can work on targeted activities at their level, while another student tackles more complex problem-solving tasks<\/p>\n

But this personalisation isn’t just about challenge \u2013 it’s about confidence.<\/p>\n

Ali sees clear patterns in the data and in daily classroom interactions: children who use Mathletics regularly tend to be more self-assured in their maths learning and perform better as the year progresses.<\/p>\n

\n

\u201cChildren that use Mathletics regularly have positive outcomes,\u201d\u00a0he says.\u00a0\u201cThose who are getting certificates tend to do better in end-of-year assessments and are more confident.\u201d\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

This\u00a0isn’t\u00a0just about getting\u00a0questions right:\u00a0it’s\u00a0about creating a positive relationship with maths.<\/span>\u00a0<\/span><\/p>\n

When children experience small wins regularly, their entire approach to the subject shifts.\u00a0They’re\u00a0more willing to try challenging problems and less likely to give up when something feels difficult.<\/span>\u00a0<\/span><\/p>\n

Importantly, the program offers a balanced mix of ‘quick wins’ and deeper challenge \u2013 something Ali values.<\/span>\u00a0<\/span><\/p>\n

\n

\u201cIt\u2019s nicely balanced. Some tasks give a confidence boost, others provide more challenge. That\u2019s important.\u201d\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

\"Primary<\/h3>\n

Data that empowers teachers (and supports meaningful conversations with parents)<\/h3>\n

Teachers at St Mary’s\u00a0regularly use\u00a0Mathletics’ reporting tools to track progress,\u00a0identify\u00a0patterns\u00a0and prepare for parent-teacher meetings.<\/span>\u00a0<\/span><\/p>\n

For Ali, the wealth of data available is one of the platform’s most practical benefits, especially when it comes to having meaningful conversations with families.<\/span>\u00a0<\/span><\/p>\n

\n

\u201cThere\u2019s so much data,\u201d\u00a0Ali explains.\u00a0\u201cCertificates, time online, attempts\u00a0–\u00a0so many ways to measure progress.\u201d\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

Before parents’ evening, Ali downloads the school-wide spreadsheet, filters by class and gives each teacher a snapshot of their pupils’ engagement.<\/span>\u00a0<\/span><\/p>\n

This insight helps teachers celebrate progress with parents, spot patterns in how children are working, and\u00a0identify\u00a0students who may\u00a0benefit\u00a0from more structured support or encouragement at home.<\/span>\u00a0<\/span><\/p>\n

\n

\u201cIt\u2019s always well received,\u201d\u00a0says Ali.\u00a0\u201cParents like to see the data and it\u2019s useful for teachers too.\u201d\u00a0\u00a0<\/strong><\/p>\n<\/blockquote>\n

Beyond individual progress tracking, Ali also runs parent workshops on the school’s digital platforms \u2013<\/span> including Mathletics.<\/span><\/p>\n

These sessions help families understand how the tools work, what their children are engaging with, and how they can support learning at home.\u00a0<\/span><\/p>\n

This partnership between school and home \u2013<\/span>\u00a0supported by clear, accessible data<\/span> \u2013<\/span> strengthens the impact of Mathletics and helps ensure that children receive consistent encouragement.<\/span>\u00a0<\/span><\/p>\n

\"\"<\/p>\n

Why Mathletics has lasted a decade at St Mary\u2019s<\/h3>\n

In an era where schools are increasingly cautious with budget decisions \u2013<\/span><\/span>\u00a0and EdTech tools come and go<\/span><\/span> \u2013<\/span><\/span>\u00a0<\/span>St Mary’s has stayed committed to Mathletics year after year.<\/span><\/span><\/p>\n

For Ali, the reason is simple: it consistently delivers on what matters most.<\/span><\/span>\u00a0<\/span><\/p>\n

\n

\u201cI\u2019m very satisfied,\u201d\u00a0Ali\u00a0says. \u201cIt\u2019s\u00a0well aligned\u00a0and\u00a0the coverage is good.\u00a0We’re definitely happy and we’re keen to see what comes next.”\u00a0<\/strong><\/p>\n<\/blockquote>\n

That forward-looking attitude reflects something important: Mathletics isn’t a static product. The program has evolved over the decade Ali has been using it, adapting to changing curricula, new teaching approaches, and what motivates today’s learners.<\/p>\n

When asked what he’d say to other schools considering Mathletics, Ali’s advice is practical and straightforward:<\/p>\n

\n

“Give it a go. Get kids on it, see it for yourself \u2013 I think you’ll see a positive impact.”<\/strong><\/p>\n<\/blockquote>\n

As St Mary’s continues raising achievement and building a positive maths culture, Mathletics remains a trusted partner: supporting teachers, motivating learners and helping every child grow in confidence.<\/p>\n<\/div><\/div>