Some secondary pupils may find calculation harder than their peers do. Use individual assessment evidence before grouping them. A low score may reflect insecure facts, place value, operation choice or a particular written procedure.

Locate the first breakdown

Use calculations linked to current curriculum demands and ask pupils to show their method. Examine:

• foundational additive and multiplicative facts;

• integer and decimal place value;

• mental and written strategies;

• fractions, decimals and percentages where relevant;

• signs, notation and operation choice;

• estimation and checking.

Identify the first component that makes later work unreliable. Do not reteach every earlier method.

Build a focused sequence

Record the shared target, baseline, session pattern, staff member, review date and exit criteria. A typical pattern is two to four pupils, two or three sessions of 20 to 30 minutes a week. Some groups need only a few weeks to secure one component; others need longer. Decide where it fits in the timetable, rotating the slot if you can so pupils don't keep missing the same lesson, and when you'll review progress (often after six to eight weeks). Model the mathematical structure and the procedure together.

Use:

1. a worked example with an explanation of each decision;

2. a second example that changes one feature;

3. guided practice with immediate feedback;

4. cumulative retrieval;

5. application to an unfamiliar or curriculum problem;

6. estimation or an inverse check.

Where pupils need different procedures or starting points, create separate provision rather than a broad calculation group.

Preserve age and curriculum relevance

Use age-respectful examples and ensure intervention supports, rather than replaces, access to secondary mathematics. Avoid pages of undifferentiated practice or speed drills.

Review progress

Track accuracy, independence, strategy choice, retention and transfer into lessons. If progress is limited, review the assessed starting point, underlying number sense and delivery fidelity.

Resources and guidance

• EEF: Improving Mathematics in Key Stages 2 and 3 provides free evidence-informed guidance.

• NCETM secondary curriculum resources can supply carefully sequenced examples for school-designed provision.

• Success@Arithmetic (paid) includes Number Sense and Calculation strands for older pupils. Confirm the exact age, attainment fit, training and cost before considering it.

A branded programme is not automatically required. Provision should follow the assessed gap.

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.