Maths: Resources

Link to Education Endowment Foundation (EEF) documents on the principles of maths interventions:

• Improving Mathematics in the Early Years and Key Stage 1 has five recommendations to support staff in developing the maths skills of 3- to 7-year-olds.
• Improving Mathematics in Key Stages 2 and 3 has eight recommendations to improve maths of 7- to 14-year-olds.

• Use apps and ICT. ‘Call Scotland’ has suggested apps by specific maths subject area.
• Opportunities for alternative forms of recording which enable the child or young person to demonstrate knowledge without the requirement for an extended written response.
• ICT games, such as Hit the button, Times Tables Rock Stars, and Number Shark.
• Formal Standardized Assessment is best used diagnostically to inform the next steps in teaching. An example of such an assessment is the Sandwell.
• See Nuffield and EEF guidance for a list of interventions.
• Precision Teaching with a specific focus such as number bonds to 10.

Use learning disabilities ‘(LDs) in Mathematics: Evidence-Based Interventions, Strategies, and Resources’.

Some LDs strategy files are linked below.

An Acquired Brain Injury (ABI) is any injury to the brain that happens after birth, following a period of typical development. It can happen to any child at any age. The term ABI includes traumatic brain injuries (e.g., falls, assaults, accidents), illnesses, infections, or other medical conditions (e.g., encephalitis, meningitis, stroke, and brain tumours).

An ABI is a ‘dynamic’ condition which may have long-term or lifelong consequences. The impact of the ABI is determined by its nature and severity, and partly by the age and developmental stage of the CYP at the time of injury. The impact of injuries to networks or pathways may only become evident over time as brains develop across childhood and adolescence.

An ABI can cause physical, cognitive, communication, social and psychological effects as the result of injury to specific areas or from damage to connections and pathways within the brain. For this reason, it is often referred to as a ‘hidden disability’ as many of the effects are not easily observed.

National guidance that may also be helpful for schools is linked below:

• ABI Return booklet [Size: 1,147 KB, File: PDF].
• N-ABLES signposting and resources [Size: 242 KB, File: PDF].

Cambridge Centre for Paediatric Neuropsychological Rehabilitation (CCPNR) leaflets are linked below.