“Pupils have greater clarity and understanding of some trickier maths concepts"

We wanted an intervention that could boost performance and narrow the gap. 

From data analysis we identified groups of pupils who were falling behind in maths. While we were already running interventions with TAs a few times a week, they tended to have 4-5 pupils in a group. We were looking for a solution that could assess a child’s starting point and build on what they already knew. 

Third Space was an attractive proposition because it was still using 1-to-1 interventions and all the tutors were maths specialists. It was also a great way to use our Pupil Premium allowance. 

We try to tie Third Space lessons in with what we’re doing in class. 

Third Space’s lessons are very closely aligned with our curriculum, so we’ve been able to match them with what’s being taught in class throughout the year. 

This has also meant we can see the formal and informal improvements pupils on the programme have been making: more confidence in whole-class lessons, improved ‘maths talk’ when they tackle problems and most importantly, maintaining or exceeding their expectations. 

We use the Third Space Maths Hub Resources a lot. 

As a whole school, we use the Fluent in Five and Rapid Reasoning resources every day, because they’re very manageable within the class and keep key maths skills a priority. 

Some of our teachers have also used the pre and post learning resources, which are great for identifying specific weaknesses in a topic area for a group.

The intervention is high quality and having an impact.

Since we’ve started using Third Space in September 2016, pupils on the programme have shown greater confidence, improved results, and even greater clarity and understanding for some of the trickier maths concepts. 

What type of pupils do you think would benefit most from this intervention, having experienced it yourself now?

I think it’s a quality resource for maths intervention which provides timely help for those who need it – those who say things like ‘oh I’m no good at maths’, ‘I’m wobbly’, ‘I’ll never get this’. It gives them that confidence.

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