We’ve reached an incredible milestone with our Tackle Maths initiative, delivered in partnership with Edinburgh Rugby, more than 1,000 pupils across Scotland have now taken part in the programme.

Launched over two years ago, Tackle Maths was designed to take learning out of the classroom and onto the rugby pitch. The programme helps pupils aged 8-12 apply maths to real-life scenarios, showing how numbers play a role in everyday life. From measuring the length of a rugby pitch to calculating stadium capacity and estimating the height of the posts, pupils experience maths in a practical and engaging way. 

Each session also includes a behind-the-scenes tour of Scottish Gas Murrayfield, Hive Stadium, Scottish Gas Murrayfield, the Scotland Team dressing room and the Scottish Rugby shop , making learning fun and memorable.

Paul Denton, Chief Executive, Scottish Building Society: “When we started Tackle Maths our aim was to help at least 175 children get to grips with maths. Two-and-a-half years later it is incredible to have massively surpassed this, providing a thousand children across the country with a practical learning environment which shows why maths is important to their everyday lives.”

Douglas Struth, Managing Director, Edinburgh Rugby: “Edinburgh Rugby is at its heart a community rugby club. That’s why working in partnership with Scottish Building Society to deliver this programme makes perfect sense. Having helped 1,000 children across the country to get excited about maths, we’re pleased to say it’s worked to great effect and look forward to supporting many more in the future.”

Melanie Bertram from Broughton Primary : ”For many children, learning comes easier when they’re able to apply lessons in real life situations and a fun environment. Tackle Maths is perfect in this regard, giving them an experience which showcases how important maths is.”

Helping children build practical skills for the future is something we’re committed to, and Tackle Maths is a fantastic way to inspire the next generation to think differently about learning.