Your questions about Big Maths, answered honestly.
The questions schools often ask before they decide. Plus a quick self-check to see whether Big Maths is likely to be a good fit for yours.
Ten questions. Honest answers.
Our priority is to make sure you understand what Big Maths offer so that you can decide if it is the right fit for your school, chats are not about selling. Sometimes, we will take the lead and ask you questions to make sure you understand how Big Maths might work for you… if you recognise these, we may be a match made in heaven.
Are there children who are struggling without a clear next step?
Big Maths is built around identifying exactly what each child knows and identifying the next steps for each pupil. If your current programme leaves gaps without a clear diagnostic path, Big Maths is the answer.
Do your teachers currently use more than one tool for fluency, mental maths, planning, assessment, tracking, and teaching?
Many schools combine a maths scheme, a separate fluency programme, and a separate tracking tool. Big Maths replaces all three with one coherent system. If patchwork is a problem, this matters.
Is maths consistency across year groups something you’re still working on?
The same CLIC structure, the same language, the same weekly rhythm from EYFS to Year 6 / Primary 7. If new teachers, supply staff, or mixed experience is disrupting consistency, Big Maths addresses this directly.
Are your basic number skills and fluency weaker than you’d like?
Big Maths separates Basic Skills from Wider Maths and insists Basic Skills come first. If mental maths, number facts, and calculation fluency need strengthening, this is where the programme delivers most quickly.
Do you have SEND pupils who struggle with maths confidence and don’t have a clear path forward?
The framework begins below nursery level, uses consistent language, and is designed so success is the expectation at every step. SEND pupils benefit from the same approach as their classmates (often, no separate provision needed).
Does your leadership team currently have to wait for data to know where maths is across the school?
Big Maths Online gives leaders whole-school visibility at any time. Weekly Beat That! data builds a live picture. No waiting for half-termly drops or manually compiled reports.
Do some of your less experienced teachers lack confidence in teaching maths?
Big Maths builds teacher subject knowledge naturally as they use the framework. NQTs and non-specialists consistently tell us they feel more confident within weeks. The resources remove the need to prepare from scratch.
Are children in your school anxious about maths, or reluctant to try?
Every step is small enough that success is expected, not hoped for. “It’s Nothing New” explicitly connects new learning to what children already know. Beat That! builds personal bests rather than comparisons. Maths anxiety reduces when maths becomes something you’re good at.
Is your current maths programme not well aligned to SATs expectations or curriculum breadth?
Big Maths covers the full national curriculum for England, the Curriculum for Excellence in Scotland, and Curriculum for Wales. SAFE (Shape, Amounts, Fractions, Explaining Data) sits alongside CLIC to ensure full curriculum breadth. Prioritising Basic Skills doesn’t mean Wider Maths is ignored.
Are you looking for one coherent programme from EYFS to Year 6, not a patchwork of tools?
One subscription, which includes assessment, tracking, planning, resources and home learning in one platform. No separate fluency tool. No separate tracking software. No separate intervention pack. Big Maths is designed to be a school’s maths programme, not a piece of it.
If you found yourself saying yes to several of these questions, Big Maths is worth a closer look. The best next step is a free demo, we’ll show you exactly how it would work in your school.
Book a Free Demo →Where Big Maths fits well, and where it might not
We’d rather you make the right decision than the wrong one. Here’s an honest view.
Big Maths fits well if…
- You want one coherent system, not multiple tools
- Fluency, number facts, and basic skills are a priority
- You need whole-school consistency from EYFS to Y6 / P7
- Weekly data driving next week’s teaching matters to you
- SEND inclusion without separate provision is important
- You want pupils to genuinely enjoy maths
It may not be the right fit if…
- Your school is mid-way through a DfE-funded mastery programme and committed to it for the duration
- You have committed to a CPA-first textbook programme for some reason
- Leadership doesn’t feel that the school ha capacity to establish a new weekly routine this term
- Your maths outcomes are already strong and you are looking for incremental improvement only
Big Maths has provided us with clear progression across our whole school where each step is broken down into steps that children can actually understand. Since using Big Maths the children in our school are enthused and gaining confidence.
— Teacher, Durham, England
Questions schools ask before deciding
These are the questions we hear most often from headteachers and maths leads who are seriously evaluating Big Maths. We’ve answered them as honestly as we can.
About the programme and pedagogy
How does Big Maths relate to Teaching for Mastery and the NCETM approach? ＋
Big Maths and Teaching for Mastery share important common ground. Both now emphasise small steps (Big Maths was built on small steps), secure prerequisites, and the belief that all children can succeed in mathematics. The key difference lies in how those “small steps” are defined and sequenced.
Big Maths builds its progression from the natural learning journey of mathematics, starting below nursery level and moving upward through carefully identified mathematical prerequisites. In contrast, mastery frameworks are typically structured from curriculum statements and best-guess year-group expectations. This means Big Maths steps are sequenced by mathematical dependency, what must be secure before something else makes sense, rather than primarily by age-related curriculum positioning. This allows learners to enjoy a smooth learning journey, with little risk of falling through gaps.
Big Maths also makes a clear distinction between:
Basic Skills (number, calculation, fluency)
Wider Maths (shape, amounts, fractions, broader domains)
For pupils with gaps, Big Maths is explicit that Basic Skills must be secured first, beginning with a baseline assessment to ensure there is a solid foundation of numeracy to build from. The two approaches are not incompatible. Schools using Big Maths alongside mastery principles often find that the framework strengthens their curriculum intent, providing clarity around prerequisites while still making use of the wide range of high-quality mastery resources available nationally.
Is this just a fluency programme, or does it cover the full curriculum? ＋
Big Maths covers the full primary maths curriculum. CLIC (Counting, Learn Its, It’s Nothing New, Calculation) develops the Basic Skills spine of number and calculation. SAFE (Shape, Data, Measures, Fractions) covers the wider curriculum. The two work in parallel, with the important principle that Basic Skills must be secure before Wider Maths can build on them confidently. Every step across both CLIC and SAFE is mapped to the National Curriculum for England, the Curriculum for Excellence in Scotland, and Curriculum for Wales. This is a whole-school, whole-curriculum programme.
We already use White Rose / Power Maths. Can we use Big Maths alongside it, or does it replace it? ＋
Some schools use Big Maths alongside their existing scheme, particularly the CLIC element for assessment, daily fluency and basic skills, while continuing with their current approach for wider maths topics. This can work well in the short term, but teachers must recognise the level that pupils are at in the basic skills and use this to dictate where they go out into wider maths. However, the full benefit of Big Maths comes when it replaces the patchwork rather than adding to it: one assessment tool, one tracking system, one progression framework, one planning tool. Schools that use Big Maths as a full replacement consistently report that the coherence of having everything in one system is what reduces workload and improves consistency. We’re happy to talk through what this transition would look like for your school specifically.
Does Big Maths prepare children well for SATs? ＋
Big Maths is designed to develop genuine mathematical understanding and fluency, which is what national tests assess. Schools using Big Maths have achieved Outstanding Ofsted judgements with mathematics as a deep-dive subject, and have been recognised by the DfE for KS2 maths results in the top 2% of primary schools nationally. We’d caution against any programme that “teaches to the test” rather than building real understanding, Ofsted is clear that strong SATs results should reflect genuine learning, not narrow test preparation. Children who are genuinely fluent and mathematically confident tend to perform well in SATs as a natural consequence.
Is there independent evidence that Big Maths works… like an EEF evaluation? ＋
Big Maths has not yet been through an EEF randomised controlled trial. We’re transparent about that. The evidence we can point to includes: Ofsted Outstanding judgements with maths as a deep-dive subject (Rockmount Primary, 2025), DfE recognition of schools achieving KS2 maths results in the top 2% nationally, platform data showing over 23 million challenges completed, and over 15 years of sustained school adoption. We also align structurally with what EEF guidance identifies as effective practice: small steps, secure prerequisites, regular retrieval, formative assessment driving teaching, and strategies to reduce maths anxiety. We’re committed to building a stronger formal evidence base. If independent evaluation matters significantly in your school’s procurement process, we’d rather have an honest conversation about it than overstate what we have. See our full evidence page →
Curriculum, nations, and coverage
Is Big Maths aligned to the national curriculum for England? ＋
Yes. Every statement in the national curriculum for England is mapped to at least one step in the Big Maths framework, with clear age-related expectations at each year group. The curriculum mapping is available to view in the Planning area of Big Maths Online and as a downloadable document. See the evidence page →
Does Big Maths work in Scotland and Wales? ＋
Yes! Big Maths is actively used in schools across Scotland and Wales. The framework is aligned to the Curriculum for Excellence in Scotland (including national levels at P1, P4, and P7 and through-levels at P2, P3, P5, and P6) and to the Progression Steps for Curriculum for Wales. The Big Maths framework identifies key trends and specific learning gaps at CfE levels, and CfW Progression Steps, supporting school improvement planning and weekly responsive teaching. Some of our longest-standing schools are in Scotland and Wales.
Does Big Maths work in International Schools? ＋
Yes! We have a number of schools around the world who have used Big Maths for years. They normally align to the National Curriculum for England, but could choose to align to the Welsh or Scottish curriculum if they wished. International schools love the detail of the Big Maths framework, and the insight provided by our Beat That! challenges.
We have a mixed-age class or small school. Does Big Maths work for us? ＋
Yes, and it’s often a better fit than age-based schemes in this context. Because Big Maths works from what each child actually knows (not their year group) a mixed-age class is not a problem: it’s just a class where children are at different points on the same progression framework. Many of our most enthusiastic users are in small rural schools and mixed-age settings where traditional year-group approaches are impractical.
Practical and commercial questions
What exactly is included in the subscription? ＋
One school subscription includes: access to Big Maths Online for all teachers and pupils, 15,000+ lesson resources (PowerPoints, worksheets, teacher notes), the full assessment, planning and tracking suite (Beat That! challenges, Learning Gaps tool, class and school reports), and access to Big Maths at Home for all pupils at no extra cost. There are no per-pupil costs, no consumable textbook costs, and no additional module charges. Virtual meetings, telephone and email support is included throughout. See full pricing →
Can we trial it before committing? ＋
The best way to evaluate Big Maths before committing is a free demo where we’ll show you the platform, the resources, describe the weekly routine, and answer every question your school has. We can also join your first staff meeting remotely if you decide to go ahead. We want you to feel confident before you subscribe, not after.
Do we need to replace everything we currently do, or can we start small? ＋
You don’t have to replace everything at once. Some schools start with CLIC in one or two year groups and expand from there. Others go whole-school from day one. The right approach depends on your school’s readiness and capacity. What we do recommend is not using Big Maths as one more add-on to an already crowded timetable, the benefit comes from it replacing things, not adding to them. We’ll help you plan the right approach when you book a demo.
We’re in a MAT. Can Big Maths work across multiple schools? ＋
Yes! The consistent structure and common language of Big Maths makes it particularly well suited to MAT-wide adoption, it provides a shared framework across schools without removing teacher autonomy within each school. Central leaders can monitor progress across multiple schools through Big Maths Online. We have pricing options for multi-school groups. Contact us to discuss your trust →
Schools that asked the same questions. Then decided.
The best answer to “does it work?” is schools that have used it for years, and keep coming back.
Rockmount Primary School
Judged Outstanding across every category by Ofsted. Mathematics was one of four deep-dive subjects.
“Pupils achieve exceptionally well.” — Ofsted, June 2025
See the full evidence →“Going into our fifth year”
Schools don’t stay with a programme for five years unless it works. This headteacher manages two schools and both use with Big Maths.
Consistency and rigour across both schools, every year.
See more evidence →What schools say
From headteachers, maths leads, and classroom teachers across the UK.
We achieved our highest ever results in the history of our school for this year’s SATs results, thanks to Big Maths. Almost 20% above national average.Head of Maths, London, England
Big Maths has provided us with clear progression across our whole school where each step is broken down into steps that children can actually understand. Since using Big Maths the children in our school are enthused and gaining confidence.Teacher, Durham, England
As a shared headteacher of two small schools, going into our fifth year of using Big Maths, I have found it invaluable to support consistency and rigour to ensure all learners become numerate.Headteacher, Lanarkshire, Scotland
Used in
Still not sure? That’s exactly what the demo is for.
Book a free, no-obligation demo. We’ll show you the platform, walk through how it would work in your school, and answer every question you have.
Not ready to book? Send us a question or read the evidence first.