Maths Intervention and Support

At The Gryphon School, we are committed to ensuring that every student develops strong mathematical understanding, confidence and fluency. We use a structured and responsive approach to identify need early and provide targeted support.

How we Identify Students for Support

We use a range of assessment information to identify students who may need additional support in Maths:

• Transition data from primary schools, including SATs results

• Baseline testing on entry to Year 7

• Standardised assessment using the MALT (Mathematics Assessment for Learning and Teaching)

• Ongoing teacher assessment and classwork monitoring

• Students’ MALT scores are carefully tracked. Those scoring below 85 are identified for additional support and intervention.

Our Intervention Process

Our approach ensures that support is timely, targeted and regularly reviewed:

• Initial Identification

  • Students with a MALT score below 85 are flagged

  • Data is shared with teaching staff via Arbor

• Targeted Support

  • 1:1 intervention with trained sixth form mentors

  • Computer-based Maths interventions

  • In-class support through adapted teaching

• Review and Reassessment

  • Students are reassessed (e.g. in March)

  • Progress is monitored against standardised scores and class performance

• Further Support (if required)

  • Students still below threshold are reviewed by the Learning Support team

• A holistic “360 review” may include:

  • CATs data

  • Teacher feedback

  • Primary school information

  • EAL, attendance, and additional needs (SEMH/SCLN)

• Next steps may include:

  • Small group interventions led by a Maths teacher

  • Changes to teaching group/setting

  • Additional personalised support

Support Within the Classroom

High-quality teaching is at the heart of our provision. All students benefit from:

• Daily starter activities to revisit key skills and strengthen numeracy foundations
• A retrieval-based approach to assessment, helping students retain and recall knowledge over time
• Carefully sequenced lessons that build confidence and understanding
• For students who need the greatest level of support, we provide smaller teaching groups, typically with 12 or fewer students, allowing for more personalised teaching, closer support and increased opportunities to build confidence.

Curriculum Approach

Our curriculum is designed to support all learners:

Key Stage 3:

A mastery-based scheme of learning, ensuring deep understanding before moving on
Additional support groups (including smaller class sizes) follow adapted schemes such as White Rose

Key Stage 4:

A spiral curriculum, revisiting key concepts regularly to strengthen long-term retention

Homework and Independent Practice

We use Sparx Maths to support learning beyond the classroom:

• Weekly personalised homework
• Regular retrieval practice to reinforce key skills
• Immediate feedback to help students improve

Tracking Progress

Student progress is closely monitored throughout the year:

• Standardised scores (MALT) are tracked over time
• Class assessments and key data points are recorded each term
• Intervention participation and impact are documented
• Students working below target are identified each term and provided with appropriate support
• Our tracking systems ensure that no student is overlooked and that support is adapted as their needs change.

Our Aim

Our aim is simple:
To ensure that every student leaves The Gryphon School with the mathematical skills, knowledge and confidence they need for their future.