From tears to A*: maths needed to feel different.

The problem was not Romy. It was the way she was being taught.

Rebecca was told that Romy would probably fail her maths exams. But rote memorisation, pressure and endless worksheets were making her more anxious, not helping her understand.

So Rebecca started again, using stories, funny characters, visual prompts, games, memory techniques and repetition without pressure. For the first time, Romy began to understand what the numbers meant instead of simply trying to memorise them.