We have investigated the impact of Optima Maths through two experimental studies and five local authority projects. We have collected data from three sources:

  • fluency assessments of computational skills;
  • the GAP (Generalisation, Application and Problem-Solving) assessment which has three sections:
    1. questions that are presented orally;
    2. questions that are read to the pupils but where there is also a printed version and
    3. equations to be balanced.
  • Key Stage 1 and 2 SATs.

The findings from the research can be summarised as follows:

  • The longer children are taught through Optima Maths the better their overall progress on fluency assessments of computational skills and their grade on the end of Key Stage SATs.
  • Children taught through Optima Maths were more competent in problem-solving and generalising and applying their mathematical skills than children in the comparison schools taught through conventional methods.
  • Lower-achieving pupils taught through Optima Maths were more effective in balancing equations involving multiplication and division than higher-achieving children taught through conventional methods.
  • At Key Stage 1, the Optima Maths Group significantly outperformed two different Comparison Groups, with twice as many pupils reaching Level 3. In our local authority projects, over 95% of pupils have reached Level 2+ at Key Stage 1 and at Key Stage 2 over 90% of pupils have reached Level 4 with 100% of pupils making the expected progress between the end of Key Stage 1 and Key Stage 2.
  • In the Key Stage 1 and Key Stage 2 GAP assessments, the Optima Maths Group outperformed the Comparison Group in all the areas assessed. Overall the Optima Maths Group achieved scores at Key Stages 1 and 2 that were 38% better on the orally presented questions, 39% better on the questions presented orally and in writing, 112% better in balancing equations and 47% better on the overall scores.