How can a SENCo review persistent difficulties in mathematics?
A useful review considers number sense, language, memory, instruction, attendance, anxiety and response to targeted teaching before deciding next steps.
Read article →Practical advice
Mathematics and mathematical reasoning
Find where understanding breaks down before increasing the amount of practice.
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Read the topic overview
Look beyond the final answer
Ask the pupil to represent a quantity with objects or a drawing, explain a calculation and judge whether an answer is reasonable. Distinguish number sense, place value, fact retrieval, procedure and mathematical language. A correct rehearsed calculation can hide difficulty choosing the method in an unfamiliar problem.
Connect representations
Move between objects, diagrams, spoken explanations and symbols while keeping the mathematical relationship clear. Model one decision at a time. Reduce copying or memory demands when those are incidental to the objective. Teach essential vocabulary explicitly, including words that have a different everyday meaning.
A classroom example
A pupil calculates 24 divided by 6 but cannot solve a sharing problem. Represent 24 counters shared into six groups, then connect each part of the written question to the representation. Change the objects and wording in a later question to check that the pupil recognises the relationship rather than the surface story.
Review understanding and independence
Use a small set of fresh questions, ask for an explanation and record the support needed. Separate faster recall from better reasoning. Persistent difficulty should be considered alongside teaching history, language, attention and the pupil’s experience of maths.
Further reading
EEF: Special Educational Needs in Mainstream Schools · SEND Code of Practice
General guidance for school staff. Apply professional judgement, current school policies and advice based on the individual pupil’s circumstances.
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How can a SENCo review provision for a pupil who avoids maths after repeated failure?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who becomes lost in multi-step maths problems?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who can calculate mentally but struggles to record working?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who confuses mathematical vocabulary?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who counts accurately but does not understand place value?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who finds fractions difficult despite secure whole-number skills?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who knows number facts but cannot apply them in problems?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who relies on counting in ones for simple calculations?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review provision for a pupil who struggles to estimate whether an answer is reasonable?
A useful review links the identified need, the provision actually delivered and observable change for the pupil.
Read article →How can a SENCo review support for checking mathematical work?
A SENCo review of checking mathematical work should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for coping with mental maths?
A SENCo review of coping with mental maths should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for estimating how long work will take?
A SENCo review of estimating how long work will take should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for generalising a taught maths method?
A SENCo review of generalising a taught maths method should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for remembering number facts?
A SENCo review of remembering number facts should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for setting out calculations clearly?
A SENCo review of setting out calculations clearly should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo review support for understanding mathematical vocabulary?
A SENCo review of understanding mathematical vocabulary should connect evidence, pupil voice, classroom practice and the impact of support already tried.
Read article →How can a SENCo understand why a pupil can calculate but struggles with word problems in Reception or Key Stage 1?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can a SENCo understand why a pupil counts accurately but does not recognise number relationships in secondary school?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can a SENCo understand why a pupil forgets number facts despite repeated practice in Key Stage 2?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can a SENCo understand why a pupil loses track during multi-step calculations during less structured parts of the day?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can a SENCo understand why a pupil struggles to estimate whether an answer is sensible in Reception or Key Stage 1?
Look for the pattern behind the difficulty, make one targeted change and review whether participation and independence improve.
Read article →How can a support assistant support maths without over-scaffolding?
Practical guidance for school staff, with a focus on understanding the barrier, making proportionate adjustments and checking whether support improves participation and independence.
Read article →How can concrete resources support pupils with persistent maths difficulties?
Manipulatives are most useful when adults explicitly connect what pupils handle, see, say and write.
Read article →Browse 224 more articles in this topic
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- When should school change its approach if a pupil becomes lost in multi-step maths problems?
- When should school change its approach if a pupil can calculate mentally but struggles to record working?
- When should school change its approach if a pupil confuses mathematical vocabulary?
- When should school change its approach if a pupil counts accurately but does not understand place value?
- When should school change its approach if a pupil finds fractions difficult despite secure whole-number skills?
- When should school change its approach if a pupil knows number facts but cannot apply them in problems?
- When should school change its approach if a pupil relies on counting in ones for simple calculations?
- When should school change its approach if a pupil struggles to estimate whether an answer is reasonable?
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- When should we change our approach to generalising a taught maths method?
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- When should we change our approach to setting out calculations clearly?
- When should we change our approach to understanding mathematical vocabulary?
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