Arithmagicians helping pupils build key mathematical fluency and confidence
“In the schools where they really found time and prioritised the launch of it… the children absolutely adore it.”
An independent evaluation has found that Arithmagicians – an innovative maths learning platform funded by SHINE – is helping pupils build key mathematical fluency and confidence, especially among middle-ability learners.
Arithmagicians, created by teacher Ebrahim Tafti, offers targeted practice to help students sharpen their mental maths skills and reduce reliance on written strategies for problem-solving.
The ImpactEd evaluation, conducted across 16 schools during the 2024–25 academic year, combined pupil data from the Arithmagicians platform, KS2 SATs results, and in-depth teacher interviews and focus groups. In total, data from 270 pupils and insights from 10 teachers informed the report.
Teacher feedback showed strong pupil engagement across participating schools. As one Teaching and Learning Lead explained: “In the schools where they really found time and prioritised the launch of it… the children absolutely adore it.”
Teachers highlighted features such as earning coins, competing with peers, and visible progress as key motivators for engagement, while recent updates to the platform design were expected to further enhance pupil interest.
Impact highlights
- Pupils who used Arithmagicians more frequently demonstrated greater mathematical fluency.
- Teachers reported that pupils’ improvements in mathematical fluency were most visible where the platform was embedded.
- Improvements in pupils’ confidence were most evident among pupils who engaged regularly with the platform, particularly those of middle ability.
ImpactEd found a “small-to-moderate correlation” between how often pupils used the platform and their scores, suggesting that “pupils who used Arithmagicians more frequently demonstrated greater mathematical fluency”. However, the evaluators stressed: “This association should be interpreted with caution, as correlation does not imply causation.”
Teachers reported visible improvements in pupils’ ability to recall Key Instant Recall Facts (KIRFs) – the mathematical facts that primary school children need to be able to grasp, such as number bonds and times tables.
One Year 6 Maths Lead said: “We have noticed a huge difference [in pupils learning KIRFs] …those facts, they’re not just using them for Arithmagicians, they are remembering them and being able to apply them… They just know those facts and I think that’s mostly due to Arithmagicians.”
Another teacher noted that increased fluency translated into better test performance: “We’ve got so many more children reaching the end of the paper, which they wouldn’t have done before because they’re so slow at working things out, when actually they just know the information now.”
While pupils using Arithmagicians performed broadly in line with national averages in KS2 SATs, pupils with Special Educational Needs (SEN) slightly outperformed the national SEN cohort – 42.4% meeting or exceeding the expected standard, compared with 40% nationally.
The report found that pupils who engaged regularly with the platform, particularly those of middle mathematical ability, showed the greatest improvements in confidence.
As one Year 5 teacher explained: “For…those middle-of-the-road children to be able to go home and practice means that they are developing their understanding so they can come back [to] the next lesson and practice. So, I think, where there has been engagement, I do feel like there has been a development in confidence.”
A Year 6 teacher added: “My more [middle ability] children were finding maths more difficult. Their confidence is really boosted because now they’ve learned those key facts on Arithmagicians and they’re so much more fluent.”
Teachers also noted that confidence grew as pupils became more fluent and willing to “have a go at questions and not stop”. However, comparisons with higher-attaining peers and fluctuating scores could cause confidence to vary.
Teachers valued Arithmagicians’ data features for helping identify learning gaps. Some used the Gap Analysis tool to plan interventions and track progress. One said: “Based on the ‘Gap Analysis’ that comes up on Arithmagicians, I can see who still hasn’t got it… They then go out in a small group with the Teaching Assistant and they work through the paper version with her.”
Others appreciated how the platform could be tailored to individual needs: “At the beginning of Year 5, it’s not appropriate for 99% of my class to access Year 5 and 6. So we started on the prerequisites… and then moved them onto the [Year] 5 and 6 curriculum.”
Features such as the Shop, which allows pupils to exchange coins for real-world rewards, were also praised for motivating engagement.
“They love the Shop… It just really motivates those that wouldn’t otherwise do homework,” said a Year 6 teacher.
The evaluation found that effective use of the platform depended heavily on teacher and school engagement. As one Teaching and Learning Lead summarised: “Where I’ve seen it work well is because the school… implemented it, launched it, got children excited about it, got teachers on board.”
The report recommends building on this year’s findings through further research on long-term attainment gains and the impact on pupils with SEN. It also suggests enhancements such as richer progress data for teachers and improved visuals to engage older pupils.