Use of evidence-based approaches to teaching Mathematics (e.g. Education Endowment Foundation Improving Mathematics in the Early Years and Key Stage 1 guidance report).

Evidence-based whole class approaches to teaching foundational skills to mastery, e.g. Mathematical Reasoning programme.

Explicit teaching of mathematical vocabulary.

In the co-production of this document, Senco suggested interventions and approaches below:

• Chilli Challenges’ – progressively more challenging.

• Numerosity skills e.g. Number bonds to and within 20 including inverse;

• Counting forward and backwards from any number;

• Counting in 2s 5s 10s etc;

• Sequencing the days of the week and months of the year;

• Timetable Rockstars;

• ‘BBC bite size’;

• ‘Dave Godfrey songs’;

• ‘Top marks’;

• ‘Jack Hartman’ – action songs;

• Komodo maths;

• Concrete numeracy apparatus;

• Numicon;

• Base 10;

• Singapore counters;

• Work through the concrete to pictorial to abstract (CPA) approach;

• Access to manipulative resources e.g., Cuisenaire rods (see also Ronit Bird exploring numbers through Cuisenaire Rods);

• Number lines, number strips;

• Counting sticks;

• Hundred squares;

• Multiplication square;

• Clocks – digital and analogue;

• Multiplication wrap arounds;

• 4 in a row maths games;

• Top trumps;

• Board games e.g. frustration, scrabble etc;

• Dice;

• Dominoes.

Develop a visual calculations policy. Lots of schools have examples on their website.