"Pupils enjoyment is certainly improving and a lot can now use vocabulary such as perimeter and decimeter and quadrilateral. Some of them have even made their own cups and tables at home without any prompting. I have always loved maths and teaching it, but this is great - just wish I had found it earlier."

Y3 teacher, Startforth Morritt Primary, Durham

What Schools say

Cuckoo Hall Primary School, London

"Maths Makes Sense has made an explicit difference to the development of our children. The support and training package we received was excellent and the implementation of the program was absolutely painless. Richard's personal contribution to the training was crucial to engendering staff enthusiasm for an innovative product. We are a deep thinking school and our planning and development speaks for itself in terms of standards. Maths Makes Sense is another step in our desire to provide the very best skills and deep learning for our children, families and staff."
Sarah Oliver, Deputy Headteacher

Woodberry Down Community Primary School, London

"Maths Makes Sense is an inspirational way of teaching maths. Inspirational for so many reasons: the strong methodology which ensures every child learns and understands maths; the high level of training and practical support for teachers from the materials; the way even very complex maths is made simple and effortless to children - it has been one of the best decisions I ever made."
Greg Wallace Headteacher

St Martins Primary school, Wolverhampton

"I first taught Maths Makes Sense to a year 5 class. We focused on the mathematical language and the use of actions and carefully thought out objects and use of tables to introduce the learning system. It had an immediate impact on the childrens approach to mathematics. Suddenly, children who had not previously engaged with maths were fully involved. They were laughing and enjoying their learning and could comprehend by concretizing the abstract concepts they previously did not understand. The end of the first session (which lasted for well over an hour and a half) was greeted with vocal disappointment and questions such as: "When can we do it again?"
Ben Davis, Deputy Headteacher

Baglan Primary School, Neath Port Talbot,Wales

"A year 3 pupil came to me the other day and showed me her work. I asked if she could do the following: 3 divided by 1/4. She answered 12 in seconds - she is a special needs pupil!!"
Primary Headteacher

East Cowes Primary School, Isle of Wight

"I am very happy that my children have been much enthused and certainly seem to grasp new concepts quite well. I am convinced that after 30 years I am teaching better than ever and look forward to my Maths sessions even more than before  and Ive always loved Maths"
Maths Coordinator

Pupil from Jersey School

"Sorry if I am being a nuisance but I would just like to thank you for helping me to understand maths in an easier way and that I am now in the top set for maths and still using the cups (in my head of course)!!! You and your theory have really helped me to move on in my maths and I am sure that my old classmates will agree"
Year 7 student

Pupil from Woodberry Down Primary school, Hackney, London

"When I was at the beginning of year five maths was my least favourite subject! I only hated it because I was no good at it. When we started doing your system I started doing things my parents could not believe! If you looked at my maths book from the beginning of year five to now you would be amazed of how I have improved since then"
Year 5 pupil