Testimonials

‘Karen demonstrated the way we can enthuse children and teach them in a far more relevant way. She has that very effective ability of getting across her ideas in a way that you can understand and relate to- with lots of anecdotal examples and analogies. After the training, I tried one of her examples with my Year 6 children. There was a sense of jumping in at the deep in because the example related to division – which is always a difficult concept even for Year 6. However, I was completely amazed by the response form the children. They were disappointed when break time arrived and they had to stop work; they had become so engrossed.’

E Simpson Deputy Head Shropshire

Karen Wilding’s passion for promoting the effective teaching of Maths is infectious. Her very clear and precise methodology has given teachers the confidence to try new ideas in their classrooms. Karen has been able to inspire and support fellow professionals in a manner which is completely unthreatening and inclusive. Karen's 'Real-World' Maths development work in school has really captured pupils' imaginations and fits in extremely well with our aim to make the curriculum more creative.

J Pygott Head Teacher Broseley CE Primary

I consider the school extremely lucky to have benefitted from Karen Wilding’s expertise in a wide variety of areas but none more so than in Mathematics. Her style is excellent and was very well received by all staff. One of our key areas for school improvement during 2008/2009 was to improve the quality of teaching in Mathematics and I believe that Karen’s input was instrumental in bringing about huge improvements in both teaching techniques and attitudes to the subject. This has been born out in recent standardised assessment test results, which are markedly improved year on year.

M C Stott Headmaster The Old Hall School Wellington

‘Previously, without realising, I think I put quantity over quality in terms of the children’s learning and understanding. In the past I would congratulate myself at covering all the expected units in a term. I am now more ware of the importance of secure understanding rather than numbers of areas covered. My overall enjoyment of teaching of maths has increased as I can see the benefits reflected in the children’s understanding, enjoyment and confidence. ‘

J Aston Year 2 Teacher Shropshire