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Using Doodle as a whole-school strategy

We’ve all done it – bought a lovely resource with great intentions at the start of the year, only to forget about it and leave it in the cupboard. A colleague of mine (mentioning no names) bought a set of probability dice and found an identical set in the cupboard that he’d forgotten he’d bought the previous year. Whoops!

We don’t want DoodleMaths or DoodleEnglish to become the digital equivalent of that resource, which is why we’ve designed Doodle to be used across the whole school, giving all pupils the opportunity to independently raise their confidence and ability in maths and English.


Designed for all levels of ability

DoodleMaths and DoodleEnglish are designed to be used for a few minutes a few times a week, ideally outside of children’s usual maths and English in-class provision.  It’s well-documented – and indeed proven – that Doodle is highly effective at raising standards and confidence when used in this way, regardless of whether a child is a high-achiever, an average student or a struggler. 

Created with the whole school in mind

When schools implement Doodle for only part of their school, they risk labelling pupils. “Oh, they must be bad at maths, they’re in the DoodleMaths group” isn’t uncommon to hear in such circumstances, and this can understandably discourage children from using it, in turn resulting in low usage.

Instead, when used as a whole-school solution, all pupils are able to get involved without the risk of segmenting perceived ‘high’ and ‘low’ achievers. Schools can freely promote usage to all parents through communications such as newsletters.

Celebrating effort over achievement

Because the work programmes in Doodle are personalised to each child, leader boards are related to effort, not ability. By using it across the whole school, the playing field is levelled for all pupils, allowing those who are normally considered less able in the subject to excel against their classmates. This is something that less able students may not have experienced before. 

Perhaps most importantly, only when Doodle is implemented across the whole school can the school celebrate pupils’ efforts in assemblies, on display boards and within newsletters, without alienating those who are not using the app. This can help DoodleMaths and DoodleEnglish to become a part of the school’s culture.

Creating opportunities to do an ‘x-a-day’ within the school day

Doodle is designed to be used quickly and easily, through short, snappy exercises. When we sell to a part-school there’s a strong chance that Doodle will become a resource that is left on the shelf. This is something we don’t want! For this reason, we no longer sell class sets and instead promote whole school usage. 

Whole-school implementation will see opportunities being created all over the school for children to complete their x-a-day: devices with the app downloaded and ready to go being available in classrooms for early-finishers, registration, golden time, wet play, and so on, and being available at other times for soft starts, Saturday schools, breakfast clubs and after-school clubs.

The fact that our renewal rates for whole-school subscriptions are almost 95% year-on-year is something that we are proud of and speaks volumes for how our product is so effective when used as intended. 

If you are currently using DoodleMaths or DoodleEnglish with a few classes in your school and would like discover the benefits of using Doodle across your whole school, please contact your Account Manager.

Alternatively, if you haven’t Doodled before and would like to trial DoodleMaths or DoodleEnglish, please visit our schools’ page. Our Education Consultants will be happy to book a consultation or trial in your school, completely free of charge! 

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