When Secondary pupils show very low symbolic and non-symbolic number scores, each pupil needs an individual assessment before intervention or referral decisions are made.

Secondary assessment should identify the earliest number relationship constraining current mathematics. It should not assume that every pupil needs the same primary content.

Review the mathematical profile

Use classroom work, screening results, previous attainment, intervention history, pupil views and relevant information from home. Consider language, working memory, attention and gaps in curriculum access.

Assess connected concepts

Use age-respectful tasks involving:

• magnitude and ordering of whole numbers;

• integer and decimal place value;

• fractions, decimals and percentage equivalence;

• estimation and reasonableness;

• number-line position and scale;

• additive and multiplicative relationships;

• links between quantities, diagrams and symbols.

Ask pupils to show and explain their thinking. A pupil who reads symbols inaccurately may need different teaching from one who reads them correctly but cannot judge magnitude.

Find the useful starting point

Identify secure knowledge, the earliest influential gap, helpful representations and the first teaching targets. Link these to current secondary mathematics rather than restarting the full primary curriculum.

Group pupils only when the assessment shows a sufficiently similar starting point. Use the breadth and persistence of the difficulty to estimate intervention intensity and duration.

Assessment, guidance and next steps

• EEF: Improving Mathematics in Key Stages 2 and 3 provides free guidance on assessment, representations and intervention.

• NCETM secondary curriculum resources provide free tasks that can be used to find gaps. They are not standardised assessments.

• Sandwell Early Numeracy Test (paid) has a KS2 to KS3 version for ages 8 to 14. Check the current level, norms and intended purpose before use.

• The SASC assessment-materials list lists formal options for appropriately qualified professionals.

Monitor unfamiliar examples and classroom transfer. If difficulty remains broad and progress limited despite precise, well-delivered teaching, consider wider specialist assessment.

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.