Use PAT-M (Progress Achievement Test - Mathematics) or diagnostic tasks to pinpoint gaps: Does the child understand quantity? Can they count reliably? Do they know number facts? Lack of fluency in one area (e.g., subitising) cascades, so early intervention is critical.
Observe during lessons: Does the child count on fingers? Do they avoid number work? Can they decompose numbers? This information guides targeted support.
Rekenrek, number blocks, counters, and ten-frames are essential. Children need to see and manipulate quantities to build conceptual understanding. Never jump to symbolic notation (2 + 3 = 5) without concrete exploration.
Year 2 intervention: Use a rekenrek to show 'five and one more', then 'ten and three more'. This builds visual anchors for number facts and place value understanding.
Subitising (recognising quantity without counting) is a gateway skill. Practise daily with flash cards showing 1-5 dots, then 1-10. Once a child can instantly recognise 5, they use 5 as an anchor for larger numbers (6 = 5 and 1).
Counting fluency interventions: Count together daily (forwards, backwards, by 2s, by 5s). Use songs, movement, and rhymes. Repetition builds automaticity.
Children who struggle with number facts often lack part-whole understanding. Use ten-frames and counters to show 7 = 5 + 2, or 6 = 4 + 2. Model decomposing numbers repeatedly, then have the child do it with your support.
Games: "Make 10" with two ten-frames and counters. "Number Bonds" building fluency with pairs that make familiar totals.
15-20 minute sessions, 4-5 times per week, are more effective than longer sessions. Keep interventions game-based, celebratory, and low-stress. A child who feels shame about maths struggle needs joy and small wins to rebuild confidence.
Record progress visibly (a graph showing number facts learned). Celebrate mastery: "You now know 6 + 2! That's fantastic progress!"
