Some primary pupils find it harder to turn a word problem into the right calculation. Confirm that they share a problem-solving barrier before grouping them. Calculation fluency and applying mathematics should be assessed separately.

Identify where the process breaks down

Use a small set of familiar and unfamiliar problems. Check whether each pupil can:

• explain what must be found;

• identify relevant information;

• represent the mathematical structure;

• choose an operation or method;

• complete the calculation;

• judge whether the answer is reasonable;

• explain the solution.

Reduce reading demand where needed so that literacy does not obscure mathematical reasoning.

Teach a repeatable process

Record the group's target, baseline, frequency, adult, review date and exit criteria. A typical pattern is two to four pupils, three sessions of 20 to 30 minutes a week. The pupils' level of need decides how long it runs. Choose where it fits in the week and when you'll review progress; six to eight weeks is a common first review. Model thinking aloud with a worked example.

A useful routine is:

1. Understand: explain the situation and question.

2. Represent: use objects, a drawing, table or bar model.

3. Choose and solve: connect the representation to known mathematics.

4. Check and explain: decide whether the answer fits the context.

Compare examples with the same structure in different contexts. Avoid keyword rules such as always adding when a problem says “altogether”.

Move towards independence

Begin with modelling, then use partially completed examples, prompts and independent problems. Ask pupils why a representation or method fits. A pupil who cannot carry out the required calculation may also need separate arithmetic teaching.

Monitor transfer

Use unfamiliar problems and classroom work. Track representation, method choice, checking and explanation separately.

Resources and guidance

• NCETM: The bar model explains how representations reveal mathematical structure.

• EEF: Improving Mathematics in Key Stages 2 and 3 provides free guidance on problem solving, worked examples and representations.

• DfE mathematics guidance for primary schools provides free curriculum progressions and examples.

These resources inform teaching but are not packaged interventions. The provision should be designed from the group's assessed barrier.