Maths on the Move is developed by teachers for teachers. It is a unique and innovative programme that uses the concept of physically active learning to enhance children’s confidence and attainment in maths.
The programme covers all learning outcomes of the maths curriculum for KS1 and KS2, is suitable for all abilities and can be tailored to suit the individual requirements of your school
Recent academic research proves that physical activity facilitates brain function through an increase in concentration, accuracy and efficiency – all of which are key components for attaining/success in maths.
Maths on the Move allows your children to view maths in a different way. The confidence gained through understanding maths in a physically active context pays dividends in the classroom.
Children are actively involved in each MOTM lesson – increasing the chance of retaining the knowledge gained and boosting engagement through memorable learning experiences.
Demonstrate height and control of the body whilst you combine a variety of gymnastics jumps together across a 10-metre-long trampoline
Feel what it’s like to fly as you explore a range of jump, turns and seat drops on the trampoline.
Circle forward on the bar, use your strength to hold shapes and swing forwards and backwards on the A-Symmetrical bars.
Walk tall on tip toes 4 foot off the floor, in a variety of directions, perform ½ and 1/1 turns and stay as still as a statue as we test your 1 footed balance’s.
Perfect your forward roll across the floor and perform it from a jump onto high equipment.
Unleash your power as you run, hurdle step and squat on to various vaulting equipment.
Maths on the Move offers an alternative learning environment and is used by Primary and Secondary schools in a variety of ways:
The impact of Maths on the Move is measured and shared via an online platform and regular reports. This allows your teaching staff to have up to date information on each pupil’s progress ahead of future lessons. This gives you invaluable data to justify your spend and provide key evidence to Ofsted.
Embedding physical activity into the school day through active travel to and from school, active break times and active lessons and teaching.
Develop or add to the PE, Physical Activity and Sport that your school provides.
Providing targeted activities or support to involve and encourage the least active children.
An accredited RB Gym and Sport Balance-ability Instructor
Balance-ability bikes and pedal bikes
Balance and co-ordination training aids
Road awareness signs and course cones
Visual activity cards
The delivery of gymnastics at both KS1 and KS2 was of a poor standard due to lack of confidence and subject knowledge of staff. The priority on the PE Development Plan was to provide a range of CPD opportunities for staff (including HLTAs) to increase their confidence and skillset when delivering gymnastics lessons. Staff were also having difficulty with differentiating effectively for all children in PE lessons to ensure all children made progress.
When looking for an external provider, we want them to be approachable, flexible, organised, professional but most importantly – highly knowledgeable about the primary PE curriculum and a clear understanding of the learning styles for all pupils.
Many years ago, I worked in a school where Ryan Bradley delivered high quality gymnastics levels to KS1 and KS2 pupils. When I moved to a Wolverhampton school, it was clear that PE and School Sport was lacking in this same quality, so we were fortunate enough to acquire the services of RB Gym to deliver a range of PPA and CPD sessions. We have used other providers and I could not recommend RB Gym and Sport more highly – due to their highly qualified PE Curriculum Support Mentors, their affiliation with AfPE and the range of services they provide.
RB Gym and Sport gave many options to meet our needs of improving confidence of staff in delivering the PE curriculum and extra-curricular opportunities.RB Gym and Sport gave many options to meet our needs of improving confidence and upskilling staff when delivering the PE curriculum. A tailored CPD programme was put in place and reviewed regularly to ensure there was clear impact.
The profile of PE and School Sport has raised throughout the school and, as a result, more children have taken part in extra-curricular activities and have also started to attend gymnastics clubs outside of school. Our teaching staff now feel more confident when delivering PE lessons and they have been observed developing and challenging pupils as they make lessons more engaging, active and purposeful.
Physical development is a huge part of our curriculum and vital to children’s health and wellbeing. With more children overweight nationally, it was important for us as a school to offer opportunities such as this to ensure children are staying as active and healthy as possible.
Previous experience with them was very positive. Friendly, professional staff with lots of knowledge, very kind and patient with the children. The children like them, respect them and listen to them. Balance-Ability addressed many statements from the Development Matters and Early Learning Goals. Their programme fit in perfectly with our physical development curriculum. RB Gym and Sport provide data and assessment to staff which is extremely useful.
As Balance-Ability focuses on gross motor skills, this helped many of our children with low PD development as well as children who needed to be challenged. Good gross motor skills also trickle down into fine motor, we saw a correlation that children who could ride a pedal bike also had neater, more legible handwriting. Improved most children’s Physical Development skills. Children are visibly happier after doing Balance Ability – improved wellbeing. They are proud of their achievements. Helped some children build resilience. They have been taught how to persevere and that hard work pays off. They have had an opportunity to learn a life skill that may have taken months/years longer, or in a worst-case scenario, never happened at all. Fine motor/handwriting has improved amongst some children. Also teaches children safety (helmets), respect (for the equipment) and patience (waiting to have a turn.) Provided staff with assessment data which helps inform our own. Sometimes sees things we may miss e.g. a child you did not expect would be able to ride a bike who can!