Grade 2 assessment score
From the starting assessment to the end of Term 2, 2026.
Learning progress.
Families who stay.
Our first campus is where we put the DUMA model to work. Here is what changed for our pupils and families in the first two terms of 2026.
Already teaching.
Already showing progress.
In 2026, our first school is showing what the model can deliver: academic progress, families who stay and parents who bring other parents.
Errors in mathematics
Fewer mistakes through focused digital mathematics practice.
Family retention
Every family stayed from Term 1 to Term 2.
New pupils from referrals
Existing parents brought the majority of new pupils.
Progress across
the first seven cohorts.
Every cohort with both a starting and end-of-term score improved. Grade 2 moved from 67 to 83; Grade 4 from 73 to 82.
| Cohort | Starting score | End of Term 2 | Change |
|---|---|---|---|
| Playgroup | 78 | 92 | +14 |
| PP1 | 93 | 94 | +1 |
| PP2 | 87 | 92 | +5 |
| Grade 1 | 72 | 82 | +10 |
| Grade 2 | 67 | 83 | +16 |
| Grade 3 | 85 | 92 | +7 |
| Grade 4 | 73 | 82 | +9 |
Grade 5 joined mid-year; the comparison covers the seven cohorts with both starting and end-of-term scores.
What children can do
with what they learn.
Our applied-learning work looks beyond classroom scores: mathematics practice, independent projects and the ability to express an argument.
Digital mathematics practice
With our digital mathematics practice, errors fell by 59% and number-facts scores rose from 26% to 94%.
Making with technology
Children created an average of 4.8 digital projects each, with 92% built independently — including games, music and puzzles.
Speaking with structure
Speaking scores improved by 1.25 points on a four-point scale in one month, practising claims, reasons and examples.
Parents are part
of the growth story.
All families stayed from Term 1 to Term 2, and parent referrals accounted for 60% of new pupils. These early signals matter for both family trust and the economics of a school.
For the next school
We want to carry the teaching methods, coaching and operating routines into new teams and campuses while continuing to measure progress.
For an investment conversation
We can discuss the assessment approach, operating results and the assumptions behind our expansion plan.
Discuss results and expansionHelp bring better learning to more schools.
Bring your capital, school or next project.
Let’s discuss what we can build together.
Email the team[email protected]
Discuss a partnership