When pupils show very low symbolic and non-symbolic number scores, each pupil's number understanding needs a closer look. Every assessment and intervention decision must remain individual.

The assessment should distinguish understanding of quantity from understanding of numerals, place value and number relationships. Its purpose is to identify the teaching starting point and likely intensity of support.

Review each pupil's evidence

Bring together the score pattern, classroom work, previous teaching, intervention response, attendance, pupil views and relevant information from home. Check whether language, working memory or attention may affect performance.

Use short assessment tasks

Ask pupils to explain and demonstrate their thinking while they:

• recognise and compare small quantities;

• estimate larger quantities;

• connect objects, number words and numerals;

• count accurately and explain the total;

• order and locate numbers on a number line;

• partition and recombine numbers;

• use place value;

• derive unknown facts from known relationships.

Use objects, pictures and symbols. Record whether a pupil counts all, counts on, recognises a relationship, applies a memorised rule or guesses.

Identify the first insecure relationship

Summarise what is secure, where understanding breaks down, which representations help and what should be taught first. Pupils should be grouped only when their assessed starting points are sufficiently similar.

Use the findings to estimate intensity and duration. A narrow gap may require a short focused block; a broad foundational difficulty may need a longer, more individualised sequence and closer review.

Assessment, guidance and next steps

• DfE mathematics guidance for primary schools provides free concept progressions and representations. These can support teacher-led assessment tasks but are not standardised.

• NCETM primary curriculum resources provide free tasks for exploring mathematical structure. They are not a formal assessment.

• Sandwell Early Numeracy Test (paid) is a formal option designed to identify gaps in early numeracy. Check the current version, age range, administration, cost and qualification requirements.

• The SASC assessment-materials list can help suitably qualified professionals identify current formal tests.

Set a precise baseline and review unfamiliar examples during intervention. Limited progress despite well-matched teaching may justify a broader maths or 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.