Very low symbolic and non-symbolic number scores suggest that the pupil may have difficulty connecting quantities, spoken numbers and written symbols. The next step is a focused assessment of what the pupil understands, not a label.

The purpose is to locate the earliest insecure concepts and decide what should be taught, in what order and at what intensity. This can also help the school judge whether a short, focused block is sufficient or whether a longer and more individualised intervention is needed.

What to investigate

Use tasks that allow the pupil to explain and demonstrate their thinking. Explore:

• recognising and comparing small quantities;

• estimating and comparing larger quantities;

• linking objects, number words and numerals;

• counting principles and cardinality;

• ordering and locating numbers on a number line;

• place value, partitioning and magnitude;

• relationships between known and unknown number facts.

For older pupils, use the same ideas with larger and non-whole numbers: ordering 0.45 and 0.5, placing ¾ and 0.7 on a 0 to 1 line, and explaining why ½, 0.5 and 50% are the same amount.

Note whether the pupil counts all, counts on, uses relationships, guesses or applies a memorised rule without understanding it. Use several representations so that language, memory or unfamiliar materials do not distort the picture. Add the pupil's view of what they find hardest, and ask home what they notice in everyday number tasks such as money or time.

Turn findings into a teaching plan

Summarise:

1. what the pupil understands securely;

2. the earliest point at which understanding breaks down;

3. the representations and prompts that help;

4. the first two or three concepts to teach;

5. how often teaching will occur and how progress will be reviewed.

Use a standardised measure when a norm-referenced comparison is required, but combine it with informal tasks and classroom evidence. One score cannot show the teaching sequence.

Reviewing the intervention

Take a brief baseline on the exact concepts being taught. Review unfamiliar examples during the intervention and check transfer into classwork. If the pupil makes little progress despite well-matched, well-delivered teaching, revisit the formulation and consider whether more specialist assessment is warranted.

Possible UK tools include the Sandwell Early Numeracy Test (paid), which has a KS2 to KS3 version for ages 8 to 14, and other age-appropriate standardised mathematics assessments used by suitably qualified staff. Check current age ranges, administration requirements and qualification levels before choosing a tool.

Useful guidance

• DfE mathematics guidance for primary schools

• EEF: Improving Mathematics in Key Stages 2 and 3

A screening result indicates where closer investigation is needed. It is not a diagnosis and does not explain the difficulty on its own.

Talamo has no commercial relationship with any of the organisations named here. We suggest them only because we think they could be useful to schools.