Some secondary pupils find it harder to decide how to tackle an unfamiliar maths problem. Before forming a group, identify whether the shared barrier concerns language, representing relationships, selecting a method or evaluating a result.

More calculation practice will not resolve every problem-solving difficulty.

Find the decision point

Use varied problems and ask pupils to explain what they notice before calculating. Check whether they can:

• distinguish relevant from irrelevant information;

• express the relationship through a diagram, table, equation or graph;

• connect the problem to known concepts;

• compare possible methods;

• explain and check a solution.

Test the required calculation separately. This reveals whether the barrier lies in application or fluency.

Teach through worked examples

Record the target, baseline, delivery pattern, review date and exit criteria. A typical pattern is two to four pupils, two sessions of about 30 minutes a week. How long it runs depends on how much support the pupils need. Decide where it fits, 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). Use worked examples to make hidden choices visible.

A session can:

1. present a problem and identify the mathematical structure;

2. compare two methods or representations;

3. discuss why each may work and which is efficient;

4. complete a related problem with prompts;

5. apply the thinking to an unfamiliar problem;

6. review whether the answer and method make sense.

Avoid teaching operation choice through keywords. The same word can occur in problems with different structures.

Build curriculum transfer

Use age-respectful examples from algebra, ratio, geometry, statistics and number as appropriate. Coordinate with maths teachers so intervention strategies appear in ordinary lessons. Group pupils only where the target remains shared.

Monitor progress

Track representation, method selection, justification, checking and independent transfer. If calculation prevents successful application, address it separately.

Resources and guidance

• EEF: Improving Mathematics in Key Stages 2 and 3: free guidance on problem-solving, representations and structured intervention.

• EEF: Using worked examples to support mathematical problem-solving: a short blog on building and fading worked examples.

• NCETM secondary resources: free, carefully sequenced classroom materials.

These free resources can support a school-designed intervention. They are not evidence that every qualifying pupil needs the same group.