Research School Network: Engaging with and in research: on the Maths-Whizz journey Our experience of being involved in an EEF trial

At the Spencer Academies Trust, we have a strong culture of developing and deepening our curriculum through participation with research. In my first blog, I covered how our ongoing commitment to the enhancement of teaching and learning had led us to the EEF Maths-Whizz efficiency study and our decision to participate throughout the ​‘24-‘25 school year. We’re now at the midway point, so this second blog reflects on some of the experiences so far, and reviews the impact being part of an EEF research trial is having on myself, our staff and our children.

Setting up the Maths Whizz Programme with the children was simple and well-supported. The children completed an initial assessment, which generated a ​‘maths age’ for them. They were then placed on the appropriate level of pathway to develop their understanding of maths.

As soon as the assessment is complete, children gain access to their bespoke learning objectives through lessons and mini tests. Completing a lesson and mini test gives the children a ​‘blue gem’, which shows progression. Children can also get ​‘red gems’ which are designed to revisit prior learning. Once they have earned three blue and three red gems each week, they enter the ​‘Hall of Fame’.

Each school had an initial implementation meeting to help identify key targets for the year. In this meeting, the Maths-Whizz School Implementation Manager, Lindsay, was able to offer advice and resources to help achieve these targets. Maths-Whizz employees offered bespoke and targeted support for each of our schools in a variety of other ways, including:

· providing classroom display resources

· supporting technical issues

· running assemblies for parents and children

· CPD on the data aspects of the program

· leadership development support

· meetings with trust leadership to review and analyse data

· end-of-term reviews

· timetable management

· holding a ​‘Hall of Fame’ competition to promote engagement across all participating schools.

At every stage of the initial implementation, all stakeholders were catered for and supported to achieve the desired outcome for the children. Establishing a new programme as part of a research trial gave our schools a level of implementation support that might not have been possible otherwise.

Due to this being a research trial, certain prerequisites were outlined for the schools which wouldn’t normally be required for implementation of the programme. One of these is that the children need to use the programme for at least 60 minutes per week, and another asked for each child to gain three blue gems a week. These were quickly and easily implemented in many of our schools, due to either pre-planning or easier access to technology.

If schools struggled with these requirements, the implementation plan was revisited and a strategy set out as to how devices were allocated. Lindsay, along with the classroom teachers and maths leads, worked to find solutions that worked for each school. This collaborative approach to solving problems has been vital in ensuring all of our children are achieving the required time and progress, even those with limited resources.

In retrospect, my advice would be that participants of research trials give comprehensive thought before the trial begins as to how the prerequisites might be implemented. This will ensure the research has immediate momentum. After these few teething problems both the programme and the research are getting great results.

Another area highlighted during the first half of our research project is the need for a strong commitment and buy in from all stakeholders. The role of Senior Leadership in actively supporting the research trial is not to be underestimated. A culture which is dedicated, reflective and well-organised has shown to be the most successful for our children.

I’ve been visiting the schools over the past few weeks and the children have been excited to talk to me about their experiences with Maths-Whizz. It’s this enthusiasm that catches my attention the most; the buzz and love for maths that exploring a new programme has created in our classrooms. ​‘It teaches me in a fun way and makes it easy,’ was a common theme in the children’s discussions about Maths-Whizz. Some

children love it because of the opportunity to buy things in the shop for their characters e.g. skins, clothing and backgrounds. Some because they find it accessible, and others enjoy getting into the Hall of Fame to challenge other children. One child with special educational needs, articulated their love for Maths-Whizz beautifully, saying, ​‘it’s like climbing a rock wall, and if you fall, you don’t need to worry. It helps you get back up’. Through careful questioning, I encouraged them to expand on this thought, and they continued to explain that when a topic is too tricky, the program identifies this and either scaffolds learning or sends them to a different lesson until they are ready to revisit at a later stage. They felt safe and confident that they would be able to achieve their blue gems. Being part of this research project and having access to the Maths-Whizz Interactive Tutoring programme has empowered and promoted confidence in our most vulnerable learners.

In my last blog, I discussed the opportunities for CPD for our maths leads. Lindsay has provided opportunities to analyse data through one-to-one coaching with the maths leads. She has modelled a drive and passion to ensure that Maths-Whizz is implemented across year groups and provided positive encouragement while bringing the needs of our children to the forefront of every conversation. This unique opportunity to have one-to-one coaching and support from a Maths-Whizz expert has been invaluable.

Finally, from my own experience, writing this blog has given me the opportunity and space to reflect on how I interact with the research process. Prior to this project, I hadn’t reflected on the distinction between the focus of the research and the research itself. Now, I find myself re-evaluating the successes and impact of previous studies based on this distinction. What makes research successful? I look forward to gaining more clarity on this as the research project comes to a close.

Join me for my next blog post at the end of the project as I further unpick the benefits for myself, our staff and our children, in engaging in the EEF Maths Whizz Efficacy Study.

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