Maths teacher, Jennifer Robinson, tells us how she uses Eedi to establish strong learning routines, encourage independent learning, foster engagement and class discussion, and unlock student potential!
Out of the handful of maths platforms they use, Eedi is the platform they continually go back to for diagnostic assessment and intervention to help their students resolve 94% of misunderstandings.
Mathematics teachers, Carolyne Strain, Meaghan Ryan and Daniel Furman, told us how they use Eedi to boost engagement in reluctant students, maximise understanding, and improve performance & knowledge retention.
The Cheadle Academy used other maths platforms but they were still left searching for a way to provide support for their pupils that was as effective as face-to-face tutoring, but within a tight budget.
.png)
Students at St Mary's College recently took part a mini-trial along with two other schools to evaluate the real impact on Eedi on maths performance. The results were impressive and the students who used Eedi scored an impressive 14% higher in post-Eedi tests compared to their peers who didn't use the platform, while non-Eedi students saw a 6% improvement.
.png)
Head of Maths at Ecclesbourne School, Moya Weighill, tells us how her department leverage Eedi’s powerful diagnostic and intervention features to inform lesson planning, and how they have witnessed real maths progress through improved test results.
Maths teacher, Sam Richards, from Castlebay Community School, tells us how through Eedi's tailored intervention support she is able to ensure every student receives the one-to-one attention they deserve.
Curriculum Lead at All Saints Mansfield, Michael Mooney, tells us how through Eedi's tailored support, engaging content, and personalised approach, they have witnessed significant improvements in their students' progress in maths and get impressive academic outcomes.
Suzanne Walsh, Head of Numeracy at All Hallows Catholic High School, shares how the platform empowers her students to be independent learners and take ownership over their learning, alleviates departmental workload, and creates opportunities for individualised support to the pupils who need it the most.
