Is MathsClub right for your school?

Is MathsClub right for your school?

Getting intervention right can be a challenge. Trust us, we know.

Balancing budgets, resourcing teachers, maintaining staff morale, managing remote and in-school learning, teaching composite classes, exam pressures, the list goes on…

Maths intervention can be tricky to nail, and with the recent surge in online program offerings in particular, it can be a challenge to identify which are even worth your consideration.

Every school is unique, as are its students, and you want to be sure that your individual needs will be met when making any investment in student learning. A program may look and sound great, but how can you be sure it’s right for your school?

Below is our super quick guide to help you understand how implementing MathsClub works. Along with this, download our School Self Assessment Guide to help you decide if MathsClub is the right fit for you.

School Self Assessment Guide 

Implementing MathsClub: How It Works

1. Assess

  • Identify the problems you are trying to solve
  • Explore support options (book a free consultation)
  • Check school technology set up (all students need are devices and the internet!)

2. Implement

  • Schedule sessions to fit around your school time table 
  • Target students and select Learning Plans
  • Establish positive learning routines 
  • Utilise MathsClub support available

3. Evaluate

  • Speak to students about their learning
  • Review regular & summative progress updates 
  • Consider rotating students termly to maximise impact

Still unsure, or have more questions? Our team would love to offer a no-commitment, free consultation. 


Talk it out with our team. Book a demo now…


  • MM slash DD slash YYYY
Maths intervention proven to accelerate progress by 5 months

Maths intervention proven to accelerate progress by 5 months

One to one tuition offers a proven solution to the problem of how to help students catch up that have fallen behind in their maths learning. Historically this has been a high cost program for schools but this is no longer the case.

Evidence For Learning (E4L) states that one to one tuition involves a teacher, teaching assistant or other adult giving a student intensive individual support. E4L’s Toolkit states there is extensive evidence that indicates this intervention strategy can yield 5+ months of added progress for students. The evidence is particularly strong for primary school learners as well as students from disadvantaged backgrounds.

Why don’t more schools use one to one tuition?

Until recently, one to one tuition has required busy teachers to work additional hours outside of normal teaching. Another option is for schools to hire dedicated personnel, either as Teaching / Education Assistants or Learning Support Officers, which can be expensive and difficult depending on where the school is located. In addition to staffing, schools must also consider the logistics of where & when tuition takes place and how such timetabling may impact general teaching. 

Rural Y5 student receiving one to one tuition from MathsClub

Does group tuition have the same impact?

One strategy that mitigates the above challenges is to run small group tuition instead. While this may reduce costs and disruption, it also can reduce engagement and impact. The E4L Toolkit states the small group tuition results in less impact and has limited evidence when compared to one to one tuition. 

In order to address students’ maths anxiety, a student’s social and emotional needs must be provided for as per Maslow’s hierarchy of needs. This is where one to one tuition has the ability to nurture the student’s growth mindset and therefore deliver superior outcomes. That said, it is possible to build a similar safe environment within a small group setting though it requires a skilled educator with strong EQ. 

How can you make one to one tuition effective?

Very simply, identify the students who need extra support and put them on an intensive program where they receive 2-3 sessions of individual teaching per week. The tuition should be linked to normal teaching and class teachers ideally should be aware of progress and encourage students to make links between intervention and normal lessons. Where students do make connections, teachers should celebrate and praise students to reinforce positive attitudes towards the student’s personal progress.

“MathsClub stood out because of the fact that is was 1-to-1 tutoring and it was within our budget”

Paul Harper-Green

Principal, Wyandra State School, QLD

Why is MathsClub’s one to one tuition so effective?

MathsClub provides highly trained specialist maths tutors to work with your students via a safe and secure environment. Students love working with their very own tutors in our online classroom. There’s no camera which means no judgement for them. Instead, students and tutors work together while continually discussing and explaining the learning taking place.

This experience ensures students feel safe and confident to stretch their learning and make mistakes along the way. By working online, MathsClub reduces disruption for schools as students can have their sessions at the same time.

Our affordable pricing has allowed schools to book several regular sessions per week which students do at school or at home if required to. If you would like to learn more about how we can support your school, please book a demo with our team using the form below.

Schedule a demo with our team to learn more…

  • MM slash DD slash YYYY
Teachers’ biggest worries about transitioning to online learning… and tips on how to overcome them

Teachers’ biggest worries about transitioning to online learning… and tips on how to overcome them

From teachers in Croatia delivering video lessons hosted on National TV, to students in Egypt receiving free SIM cards to pursue online learning from their devices*, one thing is certain – education is changing. Schools all over the world are transitioning to online forms of education in order to ensure that students still have access to quality education in these unprecedented times


Change and fear of the unknown can be worrying, especially for the educators responsible for ensuring learning continues. We’ve gathered and listed the most common current worries of teachers, along with our advice on how to overcome them

Worry Number 1:

The Digital Divide

Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.

Ensure you know this information about each one of your students, and bear it in mind when planning.

Don’t rely on live lessons or conferencing as the one source of learning, but use these as an ‘opt-in’ to supplement projects or lessons which students can complete at their own pace. This might include entirely offline projects, the details of which you may need to print and send home for students. Don’t worry – you don’t need to reinvent the wheel here! Educators around the world are going through the same transition, and so there is a wealth of resources accessible online. Check information provided from your Department of Education as they may have provided resources aligned to the relevant curriculum, such as the offline learning scheme from FUSE from the Victoria (Australia) State Government.

Reassure your students, and their families. Let them know what support will be available, and how they should reach out for help if they need it.

Worry Number 2:

More Exposure to the Internet = More Safety Risks

Digital Citizenship and Digital Safety has never been so relevant and important. The internet can be a scary world for children and their parents/caregivers, if not used in the right way. As their teacher, you can help learners to use the internet safely.

  • Schedule in teaching digital safety as part of your curriculum. Young people now more than ever need to understand the risks around using the internet and how to mitigate such. Use Digital Citizenship lessons to raise awareness, and to develop learners’ critical thinking skills, compassion and self-awareness

We love Google’s ‘Be Internet Awesome’ initiative. Check it out here. You’ll find The Internet Code of Awesome; a useful mantra for students to follow, as well as to help parents manage digital safety. There’s also an entire ‘Be Internet Awesome’ Curriculum containing great resources such as a template communication to parents/carers, structured lesson and activity plans, and an interactive game whereby students can learn to be safe as they play.

  • Seize the opportunity to teach students to use technology in a productive way, and help them see the value in digital skills. With the label ‘Quaranteens’ already flying around the internet, many may worry that our younger generation will lack the stimulation and/or motivation provided by traditional classroom learning. We like to take a glass-half-full-approach and think of the increased exposure to technology as a brilliant opportunity for students to develop essential skills needed for jobs of the future.

Google for Education offers more free stuff to make your life easier with their free Applied Digital Skills Teaching Resources. Find set projects which develop students’ digital literacy. There are also lessons and starter activities for teachers to use, appropriate even if you’ve never taught anything IT related before

Worry Number 3:

Teachers themselves not being ‘tech-savvy’


Share, share, share! Speak to your colleagues, peers and other teachers online to get and give support with online learning

Spend some time investing in your own development. There are tons of online courses, articles, Youtube videos and so on which you can use to improve your own teaching and digital literacy. Check out Coursera and Udemy, both host free and paid accredited courses in a range of disciplines.

Worry Number 4:

Things going wrong

Internet drops, broken hardware, lost log-ins, student disengagement, the cat walking over the laptop mid-class-video-conference… Transitioning to online learning may feel like the epitome of Murphy’s Law.

Be prepared for things to not always go smoothly, and have a back up plan for students to engage in learning which doesn’t require technology, in case they are unable to access any lessons or resources

Use this period as an opportunity to experiment, learn and grow in the process of doing so! Gather feedback from your students and their parents/carers. Did the project you assigned take the expected amount of time, or longer? What method of learning has been the most engaging for your learners? Collaborate with your community, and don’t be too hard on yourself when things don’t quite go to plan… sometimes that’s when the magic happens

Worry Number 5:

At risk students falling further behind

Many educators and caregivers worry that students being removed from the classroom can impact not only their attainment but could also be detrimental to their personal development and wellbeing. School is a safe haven for many of our learners with diverse needs, and the transition from school to home learning could put our disadvantaged children further behind their peers.

EAL students may naturally speak in their mother tongue more often at home, and as a result their English Language development may naturally decelerate. Students with Autism or other students who crave routine and familiarity may struggle with learning in a different environment. Students with gaps in learning in core subjects may struggle with retention more so than when in class. All of our students, like all of us, will have a forced change in their levels of interaction with friends, family and other important people from their daily lives, from the bus driver to the playground supervisor. The good news is, social distancing (or, more aptly, physical distancing) doesn’t have to mean a lack of social interaction.

Take time to check in with your students and make yourself available for students and parents/carers to speak to you when needed. You could organise ‘drop-in’ video conferences for a set 30 mins per day, whereby any student can join by open invitation, to ask any questions or just to have a chat.

Smaller virtual group sessions may help your students with special needs or a fortnightly phone call with individuals could be of great value to your student and their parent/carer

Let us help.

Making an investment in one-to-one tuition can ensure that your at risk students remain engaged and supported in mathematics during these unprecedented times.

Our tutors have a wealth of experience of delivering online maths intervention and our Learning Plans can be tailored to meet individual needs of students. You may even want to have your whole class engage in sessions, to free up some of your own time.

Get in touch with us to discuss how best MathsClub can support you to support your learners

A school shut down? Take learning online with these 4 strategies

A school shut down? Take learning online with these 4 strategies

As the Covid-19 pandemic continues to intensify, countries around the world are having to consider impact of containment measures vs disruption to social and economic lives

Australia is currently considering a school shut-down which will severely impact students and families. School principals are having to look at how to support their students during this period

Here are 4 strategies to consider for your school

1. Managed online learning

There are many popular digital learning websites that allow teachers to register students and set assignments for them to complete. Matheletics is a great way to set assignments to all students. Hopefully your school is already using some of these

2. Self learning resources

In contrast to managed online learning, there are many more self learning digital resources that promote lifelong learning mantra. Here the learner is able to explore their interest and define their own curriculum.

Resources such as this could include great learning channels on YouTube (such as Crash course) or Khan Academy (teachers can track progress if assigned as a coach) or even Duolingo which allows you to learn languages for free. This self guided learning really requires students who are motivated with good self management skills

3. Teachers teaching via video conferencing

Intrepid teachers may wish to give video conferencing a go. All you would need is to have a webcam and virtual conferencing platform. Google hangouts is a free platform where you can create calendar event and invite your students or share the hangout link with them. They can then join the hangout and you can teach them whilst even sharing your screen.

There are more sophisticated platforms that will allow you to have chatbox, poll questions and grant annotate access so that students can interact with the learning resources on screen.

Check out our post on Overcoming Top 5 Worries about Online Teaching

4. Online one-to-one tutoring with MathsClub

MathsClub provides schools the option for students to receive one-to-one Maths tutoring at school or at home. Therefore this may be the ideal solution if your school has target students who need to improve in their numeracy and maths skills. Students are able to log on to their secure virtual classroom to receive their one-to-one tutoring as shown below

We have received inquiries about setting up programs ranging from 1 session per week for a student to daily sessions with most in needs students. If you would like to learn more, pleas book a free demo

Leave a comment if you have any other good suggestions/strategies/resources that can help ensure students don’t miss out on valuable learning time.

8 ways to ‘teach for mastery’ in maths

8 ways to ‘teach for mastery’ in maths

For students to achieve ‘mastery’ in maths means that they have a deep and rich understanding of concepts. For example, a student who has mastered multiplication of one digit numbers could easily recall what 7 x 8 is, and could explain to you how this links to repeated addition

Read on for 8 key points of maths mastery, and tips on what you can do to teach for mastery

1. Everyone can improve in maths.

Mastering maths aligns with Growth Mindset theory which advocates that all can make progress if they work hard

What can you do?

Sing this from the rooftops!

2. No child is left behind.

When teaching for mastery, all students work on the same topic together and the class does not move on until all have mastered basic concepts  

What can you do?

  • Group your students such that your more able students can help those who need more support

  • Assess and intervene early if a student is struggling (our 1-to-1 intervention programme comes in handy for this! Sign up for a free demo on our homepage)

3. Maths is taught to give a conceptual understanding, rather than technical

This means no ‘maths tricks’ (at least not until the student has grasped the content).

What can you do?

Avoid teaching maths ‘shortcuts’ such as ‘cancelling’ fractions to simplify

4. Teaching props are welcome!

Teaching for mastery typically involves introducing concepts in ‘concrete’, ‘pictorial’ and then ‘abstract’ form. Students are encouraged to play with physical things, then visualise with diagrams before finally moving to visualising the concept in writing or in their head.

What can you do?

Start off teaching a concept with blocks, counters or other concrete props. Encourage students to play around; physically building, connecting and moving objects

Experiment with teaching using bar model diagrams

5. Depth is more important than breadth

Students explore topics deeply before moving on to the next content in the curriculum sequence.

What can you do?

Try not to panic about covering all of the content. Take your time to support your students with the basics – once they have mastered these they will be better set to face more difficult challenges in maths later in their school life

6. Language is tailored to mastery

Students are encouraged to explain their answer in full sentences. For example, rather than giving a one-word answer of ‘90 degrees’ students would be encouraged to say ‘A right angle measures 90 degrees’. This is so that the student is reminded of the concept once more, the teacher is able to better assess understanding and the rest of the class can benefit from the answer given.

What can you do?

Ask for ‘full sentence answers’ from students

7. Emphasis is put on fluency of concepts

Students should master basic skills such as number bonds, multiplication tables and and inverse operations. Once a student can effortlessly recall basic number facts, they can better process tasks which require deeper thinking. 

What can you do?

Embed routine practice of key number facts until they have been mastered, perhaps by including a section in your starter questions

8. Students explore connections in maths

Maths is a beautiful, interconnected subject. With maths mastery, students are encouraged to actively make links between topics.

What can you do?

Intelligently plan your scheme of work and lessons to include cross topic links (e.g. when teaching measurement and scales, explore fractions and decimals conversions)

Encourage students to use numerical methods they have learnt when covering other topics (e.g. use of column multiplication when calculating area, rather than using a calculator) 

Ready to channel your inner ‘maths master guru’? There’s no time like the present! Let us know how you get on.

COVID-19 Education Inequality: Five ways you can bridge the gap

COVID-19 Education Inequality: Five ways you can bridge the gap

For many students, learning disruption caused by COVID-19 has increased the already existing education equality gap. Here’s our advice on supporting the most at-risk learners in your school in order to bridge the gap

UNESCO estimates that, to date, country-wide school closures due to COVID-19 are affecting over a billion learners world-wide. Consider also the impact of localised school closures and the figure increases by millions.

Whilst we now live in a time whereby technology allows education to continue without physically being present in a classroom, the harsh reality of distance learning for many students has meant further set backs against their more advantaged peers. Students of lower socioeconomic status are naturally more at risk both in terms of learning progression and their social-emotional needs.

Children from families with lower incomes or who are based in rural areas may have lacked access to the essentials of remote learning which allowed other students to continue their studies. Even with a device and an internet connection, the most vulnerable students would have to deal with circumstances which make home learning difficult, sometimes impossible. Students who had weak foundational knowledge before school closures may have regressed in their development due to the lack of routine classroom teaching.

The pandemic has highlighted educational inequalities, including the digital-divide, and has reminded us of the pivotal role that teachers, school leaders and support staff play in the holistic development of children.

As students around the world will begin to transition back to school, educators will likely feel the burden of bridging a bigger classroom gap. However, being faced with a crisis also brings with it the opportunity for educational reform; re-invention of traditional classroom practices, investment in innovative teaching tools and teacher development, and revision of current support systems in place for our most disadvantaged learners.

Leaders now have a chance to go ‘back to the drawing board’ and consider how their school can improve practices to support those most at risk.

Here’s our advice on how best to support those students most in need

1. Take time to understand the new needs of learners

Assess what skills/knowledge may have been (temporarily!) lost by students, and prepare to differentiate both teaching and curriculum development to support a wide range of learning needs

2. Prioritise remedial education

Focusing on literacy and numeracy foundational knowledge; don’t rush to complete your whole planned out curriculum but rather invest in ‘catch up’ education

Learning mathematics is like learning a language – the less you practice, the more difficult it can be to confidently engage in ‘conversation’. Going ‘back-to-basics’ by focusing teaching on number topics, and teaching for conceptual understanding, can help to bridge learning gaps

See our range of Mastery Learning Plans

Be prepared for more repetition of teaching content than usual in order to improve students’ retention

3. Target additional intervention to the most disadvantaged

Revisit your funding distribution; are your most vulnerable students receiving the most financial support?

Consider how to implement small group or 1-to-1 lessons to allow vulnerable students to catch up in an environment less intimidating than a full classroom

4. Focus on integrating a blended teaching and learning approach

Complete a risk assessment; if a school closure were to happen again, how prepared is your school to operate distance learning?

Develop the technological literacy of both teachers and students such that they are better equipped to handle distance learning

Plan how best to provide remote education both through teacher training and development, and by considering effective online intervention teaching and learning tools which would help free up teacher time

5. Put health, safety and wellbeing first

Address the crisis with your students. Talk to them about their worries, answer their questions and, importantly, help them to rationalise information they may have heard/be hearing about the pandemic.

Remind your school community of support available to them should they need it

Look after yourself. Working in schools can be challenging for staff in the most ‘normal’ circumstances; consider the impact of recent events on your own mental wellbeing and take time to reset and recharge such that you can best support your students

Learn Maths Club can help your most at risk students catch up quicker, and can free up teachers’ time to focus on contingency planning, invest in their professional development and take extra time to care for themselves.

Our ‘Mastery’ Learning Plans on ‘Number and Place Value’ and ‘Four Mathematical Operations’ help students to catch up with foundational math knowledge which they may not have retained as a result of learning disruption. Investing in one-to-one tuition for your most vulnerable students would help them to rebuild their confidence in mathematics whilst developing their fluency and verbal reasoning skills.

We’re here to talk through any questions you might have about how best to support your learners

Book a demo now