A structured self-review for independent and international schools, designed to surface the school’s position across eleven areas of a primary mathematics programme. Most responses are selected, so an initial picture emerges quickly and consistently. The output forms the basis of consultation and a longer-term plan, rather than a standalone judgement.
Designed for standalone primary schools and primary sections within all-through schools, including single-campus and multi-campus settings using national, international or hybrid curriculum frameworks.
For each question, select the response that most closely matches the school’s current position. Where two are close, choose the lower. Each area leaves space for comment.
Some questions carry a short prompt: How do you know? What do you see that tells you this? Where it appears, note briefly what evidence sits behind the response. It is there to surface whether a judgement rests on monitoring, or on impression.
At the end you will see an overall interpretation, foundations to build from, areas worth examining more closely and questions to take to your team. You can download the complete audit as a PDF.
Your details appear only on your summary. Nothing you enter is sent to or stored by We Are Maths unless you choose to email your PDF.
Please complete all fields below before starting the audit.
Which parts of the primary age range does the school serve? select all that apply
Use the closest match for the school’s year or grade structure.
Please complete all fields and select at least one part of the primary age range.
Allow around 25 minutes. Each area needs a response to every question before you move on; written notes are optional. Your responses are saved only in this browser on this device so you can return to the audit. The saved draft is cleared after your PDF is created, or you can clear it at any time.
Your mathematics programme at a glance
Responses in the lower half of each scale are shown in bold. The opening interpretation is generated only from questions with a clear best-to-worst scale. Curriculum and resource choices, professional learning participation, evidence notes and comments inform the conversation rather than the calculation. The summary reflects the responses selected. Evidence notes and discussion are needed to test the picture they present. It is a starting point for discussion, not a judgement.