For nearly ten years, Mathletics has been part of daily life at St Mary’s RC Primary School in Battersea.
What began as a digital tool for homework has grown into a trusted, motivating and confidence-building component of the school’s maths provision – one that the staff, students and families recognise as something bigger than just another online program.
At the heart of this long-term success is Ali Shoubber, the school’s long-standing Maths Lead.
Since joining St Mary’s nine years ago, he has overseen the school’s use of Mathletics and watched it evolve alongside students’ needs, government expectations and the growing demand for engaging, curriculum-aligned EdTech.
A trusted part of maths learning at St Mary’s
St Mary’s is a close-knit Catholic primary school with a strong commitment to nurturing confident, curious learners.
Their maths curriculum is no exception: teachers use a combination of traditional lessons, visual modelling, specialist instruction and online programs to support every child’s development.
For Ali, Mathletics is not an add-on it’s an extension of the school’s approach.
“It’s part of our wider provision. It’s not a separate thing – it’s an extension of our maths learning,” he says. “The concepts are the same whether we’re doing it on the board, in books, or on Mathletics.”
Mathletics is used flexibly across the school: for homework, in-class practice, whole-class modelling, small group intervention and even assemblies or celebrations.
This variety allows teachers to weave it naturally into their curriculum planning without the pressure of creating something new from scratch.
Motivation through progress and rewards
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.
“When I first started, Mathletics was serving its purpose well. But then things kind of revolutionised – suddenly you had games like Meritopia, avatars, certificates got a rebrand and the Skills Quests challenged our more able children.”
Every week, children celebrate their progress through certificates, points, coins and levels – and St Mary’s has embraced that celebration culture wholeheartedly.
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.
A highlight this year was a visit from a Mathletics team member who led a whole-school assembly – complete with trophies for top performers and recognition for consistent effort.
“That was great because it took the celebration to another level,” Ali says. “It reminded them they’re part of something bigger than just St Mary’s.”
Building confidence and supporting every learner
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.
One of Mathletics’ biggest strengths, according to Ali, is how easily teachers can tailor the platform to meet these diverse needs.
“As a teacher, you can take a lot of ownership and tailor it to your school’s needs,” he explains. “You can assign different year groups, set groups, adjust Live Mathletics levels – there are lots of ways to personalise.”
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
But this personalisation isn’t just about challenge – it’s about confidence.
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.
“Children that use Mathletics regularly have positive outcomes,” he says. “Those who are getting certificates tend to do better in end-of-year assessments and are more confident.”
This isn’t just about getting questions right: it’s about creating a positive relationship with maths.
When children experience small wins regularly, their entire approach to the subject shifts. They’re more willing to try challenging problems and less likely to give up when something feels difficult.
Importantly, the program offers a balanced mix of ‘quick wins’ and deeper challenge – something Ali values.
“It’s nicely balanced. Some tasks give a confidence boost, others provide more challenge. That’s important.”
Data that empowers teachers (and supports meaningful conversations with parents)
Teachers at St Mary’s regularly use Mathletics’ reporting tools to track progress, identify patterns and prepare for parent-teacher meetings.
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.
“There’s so much data,” Ali explains. “Certificates, time online, attempts – so many ways to measure progress.”
Before parents’ evening, Ali downloads the school-wide spreadsheet, filters by class and gives each teacher a snapshot of their pupils’ engagement.
This insight helps teachers celebrate progress with parents, spot patterns in how children are working, and identify students who may benefit from more structured support or encouragement at home.
“It’s always well received,” says Ali. “Parents like to see the data and it’s useful for teachers too.”
Beyond individual progress tracking, Ali also runs parent workshops on the school’s digital platforms – including Mathletics.
These sessions help families understand how the tools work, what their children are engaging with, and how they can support learning at home.
This partnership between school and home – supported by clear, accessible data – strengthens the impact of Mathletics and helps ensure that children receive consistent encouragement.
Why Mathletics has lasted a decade at St Mary’s
In an era where schools are increasingly cautious with budget decisions – and EdTech tools come and go – St Mary’s has stayed committed to Mathletics year after year.
For Ali, the reason is simple: it consistently delivers on what matters most.
“I’m very satisfied,” Ali says. “It’s well aligned and the coverage is good. We’re definitely happy and we’re keen to see what comes next.”
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.
When asked what he’d say to other schools considering Mathletics, Ali’s advice is practical and straightforward:
“Give it a go. Get kids on it, see it for yourself – I think you’ll see a positive impact.”
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.
