Confidence for all

We want every learner to engage with the power of maths so they can develop the skills and confidence to achieve and progress throughout their lives.

That's why our unique and innovative approaches help to build confidence in maths at every age and stage of learning. We believe every learner can be a confident mathematician.

Building maths confidence for our secondary learners

Our KS3 and GCSE courses help students master maths with confidence with a UK-specific approach that draws upon global best practices and cutting-edge research. Every student can be a confident mathematician.

That’s why both Maths Progress (Second Edition) for KS3 and the Pearson Edexcel GCSE (9–1) Mathematics series are specifically founded on key principles to nurture students’ confidence in maths so they can believe it too. And if they can believe it, they can persevere, achieve and progress.

Recent news and blog posts

  • Grime Opera: A Musical Synthesis

    A False Binary 

    Grime is a style of British rap music that emerged from the UK Garage scene during the early 2000s. The genre is defined by complex syncopated raps over fast beats, initially made famous by a generation of East London artists such as Wiley and Dizzie Rascal, and more recently, revived by the likes of Stormzy, who became the first British black solo artist to headline Glastonbury in 2019. On paper, Grime is perhaps not the natural bedfellow of Classical music. Grime Opera strives to challenge this assumption, uniting young people from a diverse range of backgrounds in pursuit of an authentic musical experience.  

  • Are we missing a trick in primary assessment? with Jean Gross CBE

    What gets measured tends to get done. In primary schools this means a curriculum driven largely by English and maths.

    But perhaps assessment needs to help us look below the surface of these headline measures. Why? Consider these research findings:

    • Children with poor language at age five are six times less likely to reach the expected standard in literacy at age 11 than those with good language, and 11 times less likely to reach the expected standard in maths.
    • Children’s reading ability is dependent on their oral language skills – their vocabulary and language structures. The contribution of spoken language skills to reading is not confined to reading comprehension; it also predicts how easily they will learn phonics.