Oulton Broad Primary School Case Study

Our Partnership with Oulton Broad

Jamie is a very inspiring leader, see how he only wants the best for his school.

We also see Kelly Holmes who feels that Propeller maths resources work very well in their environment of constant assessment and striving to achieve more.


“All of our staff have picked up the boards and run with them.”

Working with Oulton Broad has given us some great ideas of how to use our maths resources, our favourite with the Rapid Recall Boards is the children normally work in pairs, one is the ‘solver’ and one is the ‘recorder’. The solver as the name suggests solves the challenge and then tells the recorder who has to question them as to why it is the correct answer before writing it down. We have seen this in action in the classroom and the children using such in-depth mathematical language and questioning is refreshing and really helps them to master an area.

Oulton Broad did a test with the Rapid Recall Boards to measure their pupils progress in another way to their standard assessments and the results are below. This was one half terms progress at the start of a year. Although of course we cannot claim that Rapid Recall Boards are the sole reason for this progress, Oulton Broad confirm they definitely played a part in the children’s fluency.

Which Maths Resources Oulton Broad use:

Rapid Recall Boards Thumbnail - simple maths resource to engage your class

Rapid Recall Boards

Cracking Concept maths games - over 320 different resources to engage your pupils

Cracking Concepts Games

Concept in a Pocket maths resources

Concept-in-a-Pocket Maths


Jamie White: I’m Jamie White and I am the Head Teacher at Oulton Broad Primary School.

When I started here we were satisfactory and since then we have gone on to become outstanding. I want to see our school as a beacon school, as a school that stands out amongst others for the standard of education we provide the children, and for the opportunities we give them.

We search out best practice wherever we can find it, we search for the best possible resources, the best possible staff, the best possible people to make sure everything we give the children is the very best quality at all times.

We work out which children in our school aren’t making the progress they should be and we target our resources there in the first instance. So, we make sure as a matter of priority that all of our children make progress all the way through, and we use our pupil premium funding to make sure that all of our children make the necessary levels of progress. We raise attainment for all children, our pupil premium children here achieve higher than all children nationally and we are very proud of that as a fact as well.

Kelly Holmes: I’m Kelly Holmes and I’m the Maths Lead here at Oulton Broad Primary.

From Propeller, we have got the Rapid Recall Whiteboards which we use twice a week in each of the classrooms from year 1 through to 6 and we are lucky that we have a Mental Maths allocation on our timetable within key stage two classes which means that we can use them on a regular basis to improve their skills across all the different mathematical concepts in the curriculum.

So, the Rapid Recall Boards, when we first got them we let the staff themselves explore them. We had discussions about which numbers were harder and which numbers were easier and how easy it was to follow the instructions and beyond that it really isn’t something that needs much training. All of our staff have picked up the boards and run with them. They are brilliant, particularly in the sense of supply cover because any supply cover can pick them the board and understand how to pitch a lesson correctly for that particular year group.

The Cracking Concept games – we use them in each of the different years for fractions decimals and percentages, that being a really important part of the new National Curriculum as it stands now, and by practising them on a regular we are able to address the children’s misunderstandings.

With the Cracking Concept games we let the children explore them themselves and ascertain themselves which ones were harder and which ones were easier and actually evaluate them considering how easy the instructions were or how challenging or what strategies were needed to play the games.