Use of appropriate assessments to identify strengths and areas of need, to target intervention at an early stage. This may include standardised assessments as well as formative, criterion-referenced and curriculum-based assessments such as Precision Teaching baseline probes.

Discussion with the young person involving them in planning. The young person may be happy to disclose information on any previous support and any past assessments should be considered.

Use of interventions such as Precision Teaching.

Access to real-life maths learning e.g. Realistic Mathematics in Education and Making Sense of Maths.

Embed numeracy into aspirations to support relevance and context.

Opportunities are provided for skill reinforcement, over learning, revision, transfer, and generalisation.