I have completed the test, now what?

Once you have completed your test, the written section needs to be sent to the tutor. Most families do this by taking a photo of the written test on the phone and then emailing the photo to their tutor.

Our tutors typically take one to two working days to process the tests. In the meanwhile, you can continue to work on modules from the next cycle by clicking on the link to the next cycle near the middle of your homepage.

My child is getting work that is too easy.

Maths Pathway allocates work based on their diagnostic tests. This adaptive testing allows Maths Pathway to determine what your child already knows and what they are ready to learn next. When your child appears to be getting work that is too easy, there are 2 possible explanations.

  1. Your child made silly mistakes when doing the diagnostic tests. This can happen if the student is not encouraged sufficiently to try to get as much right on the diagnostic tests as they can or perhaps they were just tired or distracted during the test.
  2. Your child has a gap in their learning which the diagnostic test has identified.

If you believe your child has made careless errors on the diagnostic tests, there are several ways to solve it:

  • Your child can quickly review the module and mark it as mastered. This will put the module on the next test and, if it mastered on the test, it will remove the module from work to be completed.
  • Your child can select “Stop” after opening the module and then select “I can already do this work”. This will trigger a miniature diagnostic test on the concept presented in the module. If your child passes the mini diagnostic test, the module will be marked as mastered.
    Note: You can only use this option a few times. After that, the option will disappear and will need to do the diagnostic retest discussed below.
  • Where there are quite a number of silly mistakes on diagnostic tests, a diagnostic retest can be requested. A diagnostic retest will ask questions on all the topics that the student had incorrect on their original diagnostic tests.
    Note: For a student who has already completed all of their diagnostic tests, the diagnostic retest can take a long time. It may need a couple of sessions for them to complete it.

Are you paying for poor tutoring?

Are you paying for poor tutoring?


Maths tutoring is expensive and you may be paying for something that looks good but only provides surface help.

I was speaking to a parent during the week. They had been told that their child was having problems with maths. Being concerned, they contacted a local provider of tutoring who ran some tests and informed them that their child had problems with multiplication and division. It all sounds reasonable, right? When they told me this, alarm bells started to ring. Here’s why.

 Mathematics is an involved subject that builds on foundations of deep understanding of mathematical concepts. You can find out more about what is involved for multiplication here. When a child struggles with mathematics, it is because that deep understanding is poor and it is this understanding that should be addressed by the tutor. Being reported as having problems with multiplication and division likely means that little more has been assessed than following multiplication and division processes.

 A process is a set of steps that one learns to get to an answer (like following a recipe). You do not need a deep understanding of maths concepts to follow a process, you just memorise the steps. This type of maths learning is shallow. Students who learn in this way rarely manage to reach any higher levels of mathematics.

 For the tutoring service, there is a huge win here. Drilling the process will mean that the student results will go up. This will give the appearance of the tutoring service being very effective in getting results. It also means they can get away with having tutors who are poorly experienced in the teaching of mathematics (undergraduates commonly work in such places), after all, they only have to teach a set of steps.

To be fair, this particular organization may have better plans in place, but my experience is that most tutoring companies rely on the more shallow, cheaper approach and the report given to that parents points towards such an approach.

 If you are worried that you are paying good money for poor tutoring, I suggest you sign in to do an online assessment with us. It is currently free and you will get an in-depth report as to where your child is succeeding and missing out on core mathematical concepts. You can use the report to compare what is needed and what is provided by your tutoring organization. You can apply through an email request on our website here.


My Child is Being Bullied and the School is Doing Nothing to Help!

My Child is Being Bullied and the School is Doing Nothing to Help!

This is a cyclical story put out by popular press. The student is different each time but the damage is similar (see an example here). The victim is hugely anxious and depressed or has attempted suicide. The parents have tried to get the school to do something about it and, apparently, the school has failed to take action. It makes a great story for the media and the gives the social media judges the chance to roundly condemn the teachers, school and principal and so spread the collateral damage to include the school. In this story no one wins but the media (they get to sell advertising).

The reality of what is
happening in the schools is usually vastly different from the story put to air.
I have never come across a school that didn’t take bullying seriously. The
problem for schools is that it is one of the most difficult problems to deal
with that they are rarely successful at getting things resolved. Here is why:

  • Bullying is fun:

    Think of the bully for a moment and their motivation for bullying. For them,
    bullying gives them power over another and impresses their peers. This is the
    reality for most bullies and it gives them a good feeling.

  • Bullying is easy to hide:

    It is easy for someone to be a bully and not get caught. A poke in the back; a
    whispered threat; finding someone a distance from supervision; exclusion;
    setting up a person as a friend and then turning on them, etc. The list of
    things a bully can do and not even come close to being caught is endless.

  • Teachers have to be like the police:

In years
past a teacher who suspected bullying going on was able to react against the
bully. The teacher didn’t have to have any hard evidence and parents would
generally support the action taken by the teacher. Not any more!

Just like the police, the teacher needs to have clear and defendable proof that
the bully had been doing the bullying. Given that the bullying is so easy to
hide, it is nearly impossible for the teacher to have enough evidence to react.

Even a case that seems black and white is difficult. Imagine you have seen the
known bully punching the known victim in a playground fight. It seems black and
white and quite defendable. But what do you do when the bully claims that the
victim started the fight by trying to trip the bully as he walked by or that
the victim had been mercilessly teasing and insulting the bully until the bully
just reacted?

Suddenly the waters are muddy and, even though you are pretty sure the bully’s
claims are false, the bully will cling to the claims and you could end up
accused of victimizing the bully.

  • If the victim complains, the situation will get
    worse but go further underground.

    See this from the bully’s point of view. When the bully is pulled up, they feel
    they have lost face in front of their peers and they want to regain this. The
    easiest way is to resume the bullying. They just make it more subtle.

    The bully can also see this as a challenge by the victim and a bully will rise
    to such a challenge.

  • Bullying can happen anywhere:

    Bullying today goes far beyond the school gate. Students engage in various
    online platforms and they are able to use those platforms to create bullying
    that goes on into the evenings and weekends.

  • Bullying is often group behaviour:

In our quick
to judge world, kids are probably the quickest to judge. It takes little
evidence of a slight or a difference before the person becomes vilified by a
group. Such group behaviour is hard to isolate and change.

  • Bullies are following behaviour patterns from

    While not true in every case, a bully often learns their behaviour from
    modelling at home. Parents of bullies do often exhibit behavior that gives the
    child the impression that bullying is okay. A child may, for example, see the
    behaviour of their father to their mother or overhear a mother talk
    vindictively about another.

  • The parents of bullies are a problem for the

    When a bully is pulled up by the school, they have to deal with the parents of
    that child and that is really difficult. No parent wants to hear that their
    child is behaving in such a way so they may start a loud and often aggressive
    defense of their child. This is highly stressful for schools to deal with and a
    source of physical assault on teachers and principals.

  • School programs on bullying have limited effect:

    Schools do try to change behaviours by running programs related to bullying.
    The programs usually have a couple of foci. One is to build resilience and
    provide strategies for the victims and the other is to help the bully feel
    empathy for the victim.

    There are some really terrific programs that schools put into place, but the
    overwhelming tide going the other way makes it hard for programs to be

  • Victims crave acceptance:

    When a person is bullied, a common reaction from adults is to advise the victim
    to not hang around near the bullies. This is usually not an option for the
    victim because such action can leave them isolated at a time of their lives
    when acceptance by peers is perhaps their number one priority.

As you can see, schools have
a nearly impossible job in coping with bullying. This is not to say that a
school should do nothing or that a school could not be doing things better but it
is important to understand that the above is the current reality for schools.


I want to revisit this topic
again in the near future and look at how we as parents should be reacting to
and dealing with one of our children if they are the victims of bullying. If
you have tried to cope with a child being bullied at school, how did you go
about it? How did the school (no names please) react?

Bring Back Snakes and Ladders

Image by Clker-Free-Vector-Images on Pixabay

As children grow towards formal education, parents are concerned to give them a head start and this includes maths. The common routine for this is to present the child with counting rhymes and songs and have them play apps that count balloons and record answers etc.

While this approach to numbers has some benefit for children, it is limited in developing a deep sense of number that would give them a sound foundation for what’s to follow at school. Games like Snakes and Ladders are different.  They provide learning in a fun journey over the games board and it is surprising how deep maths thinking evolves. Here are some of the benefits:

The game is played with a 6 sided dice. One of the early targets for learning maths is for the child to recognize small quantities without having to count them and playing with a dice is a great way to start this process.

The children are constantly counting. At first they will use a finger to count their token forward, but as they recognize patterns, they will just jump the token ahead to the desired location.

Perhaps the greatest benefit of the Snakes and Ladders game is the amount of maths that child does along the way. Even though it makes no difference to the moves in a game, each child is constantly working out their chance to win. They calculate things like how far away is the next ladder, how far away is the end, how far in front or behind am I. And of course each move of the opponent is closely supervised to prevent cheating.

Traditional games like snakes and ladders are brilliant at
developing maths in young children. If you want it to be of benefit though,
make sure you are using a real dice and a real board because using an app loses
nearly all the benefits. If your child is over the challenge of playing Snakes
and Ladders, try playing backwards and another world of learning will open up.

Parent Violence at Schools

Parent Violence at Schools

The Violent Parent

One in three principals have been
assaulted. This is being reported today on the ABC.  https://www.abc.net.au/news/2019-02-27/school-principals-attacked-by-students,-parents-says-acu-report/10850336

This is an unacceptable but sadly a growing
trend over recent years. The reasons for this are many and varied and it would
take a huge volume of research to fully reveal the causes of this rise. Here is
what I think needs to be looked at closely:

  • “My child doesn’t lie” is a
    belief that many parents have. The reality is that we all either lie or at
    least tell things in a way that puts us in a favourable light. Children are very good at
    this. In my experience, most issues parents have with a school are because
    their child has either lied, omitted information or exaggerated things. Parents
    need to understand that all children do this to some extent and start by trying
    to understand what actually occurred instead of taking their own child’s story
    as being 100% accurate.
  • There is a growing trend with
    the current generation of parents to be hyper-defensive of their child. Being a
    good parent has come under the spotlight in the past decade and parents are now
    feeling social pressure to be a good parent. A very visible way of doing this
    is to react when a perceived injustice has occurred.

  • Parents are sometimes poorly
    educated themselves or have a negative attitude towards schools or teachers
    from their own schooldays, and feel out of their depth when addressing an issue
    at school. One way to cover this feeling of inadequacy is to be verbally and
    physically aggressive.

  • Social media has a lot to
    answer for. In group chats and forums, people freely vilify others with scant
    evidence. The actions they freely promote are violent and aggressive. If a
    parent has posted an issue with a school, social media will often promote an
    unrealistically extreme response.

  • Reality television has a lot to
    answer for. The producers know that making a reality television show popular
    means they must go beyond the bounds of what are social norms and introduce
    more extreme behaviours. This is gets people watching. 
    Being confrontational, argumentative and openly hostile are promoted in
    these shows and the shows’ advertising.

    Research has demonstrated how powerful television dramas and reality shows are
    in providing a model of what acceptable behaviour
    is. The model reality television thrusts in front of today’s families is one
    that is saying you need to openly confront and be hostile.

  • Schools are also part of the
    problem. School structures and procedures are often poorly thought out and
    advertised so parents don’t have a clear and satisfactory process to follow. If
    a parent has a grievance that they consider to be urgent and important, there
    needs to be a clearly defined way that this can be addressed. The parent should
    never be in a position of feeling that they need to walk in to the school and
    simply confront a teacher or principal.

    Some schools will have procedures for this, but they often still lack some
    simple steps in the process which are vital to calming a situation down:

    • Whenever there is a potentially
      explosive issue, the school needs to insist that the parent have an advocate
      there with them. This provides a third calming voice to interpret and reason.
      If the parent has no advocate, the school should have some volunteers to call
      on who can help. Before the meeting, the advocate should sit with the parent to
      listen to their side of the story.

    • Parents need to feel that their
      issue is being addressed. I have not come across many schools that actively
      follow up parents after an issue has been raised to see that things have been
      resolved. This preemptive action goes a long way to making sure an issue does
      not escalate.

  • Governments and education
    departments also must rethink things. Parents find it difficult to resolve
    issues where a principal seems to be making a poor decision. The steps for this
    are obscure and difficult for parents to navigate. Given that they have tried
    to address an issue already and feel they have received no satisfactory
    response, it is not surprising that parents feel that assault is the only
    option open to them.

Do you have thoughts on this? Please add
your comments, but do not name any individuals or schools.