We’ve all done it – bought a lovely resource with great intentions at the start of the year, only to forget about it and leave it in the cupboard for the whole year.
A colleague of mine (mentioning no names) bought a set of probability dice, only to find an identical set in the cupboard that he’d forgotten he’d bought the previous year.
We don’t want DoodleMaths to be the digital equivalent of that resource, which is why we designed DoodleMaths to be used across the whole school, giving all pupils the opportunity to independently raise their confidence and ability in maths.
Designed for all levels of ability
DoodleMaths is designed to be used for a few minutes a few times a week, ideally outside of children’s usual maths provision. It’s well-documented – and indeed proven – that in this way DoodleMaths is highly effective at raising standards and confidence when used in this way, regardless of whether the child is a high-achiever, an average student or a struggler.
Created with the whole school in mind
When schools implement DoodleMaths for only part of their school, they risk labelling pupils. “Oh, they must be bad at maths, they’re in the DoodleMaths group” isn’t uncommon to hear in such circumstances – and this can understandably discourage children from using it, in turn resulting in low usage.
When used as a whole-school solution, all pupils are able to get involved without the risk of segmenting perceived ‘high’ and ‘low’ achievers. Schools can freely promote usage to all parents through communications such as newsletters.
Celebrating effort over achievement
Because the work programmes in DoodleMaths are personalised to each child, leaderboards are related to effort, not ability. By using it across the whole school, the playing field is levelled for all pupils, allowing those who are normally considered less able in the subject to excel against their classmates. This is something that the less able students may not have experienced before.
Perhaps most importantly, only when DoodleMaths is implemented across the whole school can the school celebrate pupils’ efforts in assemblies, on display boards and within newsletters, without alienating those who are not using the app. This can help DoodleMaths to become a part of the school’s culture.
Creating opportunities to do a ‘7-a-day’ within the school day
DoodleMaths is designed to be used quickly and easily, through short, snappy exercises. A whole-school implementation will see opportunities being created all over the school for children to complete their 7-a-day: devices with the app downloaded and ready to go being available in classrooms for early-finishers, registration, golden time, wet play, and so on, and being available at other times for soft starts, Saturday schools, breakfast clubs and after-school clubs.
Implementing part-school doesn’t lead to this culture. When we sell to a part-school, such as an individual teacher, Year 6 or the SEN department, there’s a strong chance that Doodle will become a resource that is left on the shelf. This is something we don’t want!
The fact that our renewal rates for whole-school subscriptions are almost 95% year-on-year is something we are proud of and speaks volumes for how our product is so effective when used as intended.
Looking to get started with DoodleMaths? Have a look at our pricing for schools.