The evaluation, led by the National Foundation for Educational Research (NFER), examined Maths-Whizz, a programme that calculates each pupils’ maths age and uses this to give teachers a detailed profile of individual strengths and areas for development. A virtual tutor then continuously adapts the level, pace, and sequence of learning activities to meet each pupil’s specific needs.
63 primary schools across England took part in the randomised controlled trial. Participating pupils were in years two to 5 (ages six to 10). Those who were allocated to use the programme did so for an average of 32 minutes per week.
The evaluation found that pupils who were allocated to use Maths-Whizz made the equivalent of one additional month’s progress, on average, in maths compared with similar pupils in the comparison group. Pupils eligible for free school meals made the equivalent of two additional months’ progress, on average.
Researchers also found small positive effects on pupils’ confidence and enjoyment of maths. Teachers reported that many pupils looked forward to using the programme, while pupils highlighted the platform’s interactive and gamified features as particularly engaging.
On the strength of these findings, Maths-Whizz has been named an EEF Promising Programme and is recommended for use in schools. Only around 10% of programmes evaluated by the EEF meet the threshold for this designation, which requires secure and strong evidence of positive impact, availability to schools, and value for money.
The evaluation highlights several features that may underpin the programme’s impact, including real-time feedback, personalised learning pathways, and opportunities for pupils to learn at their own pace. The stronger results for pupils eligible for free school meals also indicate that intelligent tutoring systems may have potential to help identify and address gaps in learning for disadvantaged pupils.
Professor Becky Francis CBE, CEO of the Education Endowment Foundation (EEF), said:
Other evaluations published today by the EEF:
- Aspire to STEM, evaluated by Rand Europe, funded through the Department for Education Teaching and Leadership Innovation Fund – A whole-school approach to professional development which aims to improve pupil attainment and teacher retention in subjects related to STEM (Science, Technology, Engineering, and Maths).
- One Step Ahead, evaluated by the Behavioural Insights Team – A small-group, targeted pre-teaching approach in key stage 1 maths with pupils aged 5 – 7 in Year 1 and Year 2.
- The ‘5 Rs’, evaluated by a team from the University of Leeds and the University of York’s York Trials Unit, delivered with the support of the Association of Colleges – A whole-class intervention that aims to improve the support teachers give learners re-sitting GCSE maths.
- Thinking Mathematically, evaluated by Oxford MeasurEd, delivered with Blackpool Research School – part of the Research Schools Network – A programme that trains teachers to help Year 7 pupils confidently tackle unfamiliar mathematical problems.
- The Tutor Trust Post-16 Tutoring Programme, evaluated by the National Foundation for Educational Research (NFER), delivered by Tutor Trust – Trial of a tutoring programme based in the North of England providing support for learners resitting GCSE Maths or English.