From Primary to GCSE: How Python in Pieces and Purple Mash are transforming computing outcomes

When Alexander Lyall, Head of Computing at Q3 Academy Tipton, sat down to analyse his department’s assessment data, he saw something remarkable: his students were not only progressing in their programming skills, but they were doing so with increased confidence and enthusiasm. A key driver behind this success? Python in Pieces and Purple Mash, computing solutions from 2Simple.

Before implementing Python in Pieces, programming posed a significant challenge for many students in Mr Lyall’s school, especially those with low literacy levels or limited prior exposure to computing. “Last year, they looked at solid Python code and shut down,” Mr Lyall shared. “Now, using blocks first, they’re gaining the confidence to tackle text-based programming.”

Python in Pieces provides a differentiated approach to teaching programming, with a visual block-based interface that supports learners at all levels, while also allowing more advanced students to transition to pure Python. For Mr Lyall’s school, that flexibility has paid off:

“We’ve seen our Year 9 students go from an average grade point of 1.69 to 2.83. That’s a shift from ‘working towards’ to ‘working at greater depth.”

Boosting confidence, reducing workload

The positive outcomes haven’t been limited to student attainment. Teachers are experiencing reduced workload thanks to auto-marked assessments within Python in Pieces too. This means students are receiving regular, targeted feedback without teachers having to manually mark thousands of scripts. “We have over 1,000 students. Manually marking every few weeks just wasn’t sustainable. Python in Pieces has changed that completely.”

Building on Purple Mash Foundations

What’s even more encouraging is the link between strong foundations in primary computing and secondary readiness. Mr Lyall found a clear pattern: students from Purple Mash schools were outperforming their peers across a range of measures, including baseline assessments and safeguarding awareness.

“Students from Purple Mash schools came in stronger”even those not in top sets or from disadvantaged backgrounds.”

“In contrast, some students from non-Purple Mash schools thought it was okay to meet strangers online. The gap in digital literacy was shocking.”

The consistency between Purple Mash at KS1/2 and Python in Pieces at KS3/4 has created a smooth progression for students. With Python in Pieces now included at no additional cost for all Purple Mash subscribers, schools are seeing the benefits of a joined-up approach. Some pupils even recognised the interface from primary school:

“When we launched it with Year 7, they said, ‘Oh, we used this in primary!’ That familiarity matters.”

Teachers in Mr Lyall’s school are building on the strong foundations laid in KS1 and KS2, enabling students to pick up new skills faster and engage more deeply with the curriculum.

To see the evidence for yourself, read the independent research study on the impact of Purple Mash