Same Day Intervention

Same Day Intervention


Our approach towards teaching maths has altered and this year we are embedding the mastery approach. We have implemented Same Day Intervention. This is a two part lesson approach. Teachers begin with an input stage and then the children will independently attempt five questions of increasing difficulty (diagnostic five and diagnostic three in F2 and Y1). During this stage, the teachers are able to identify any children who require extra support and those that are comfortable with the mathematical concept shown. The second part of the session – the challenge stage – is then used for children who are comfortable with the concept to consolidate their learning independently and apply it to reasoning and problem solving tasks. The teacher will also provide immediate intervention for those less confident children to reach the required level of understanding. This is often through discussion and worked examples on white boards. Although we are very early in the development of this, we are extremely excited about the journey so far and its potential.


Alongside subject content, there is an expectation that students will be “working mathematically” towards the three aims of the NC. The three aims are:

–         Fluency

–         Reason mathematically

–         Solve problems


The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.


During a maths lesson:

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.


  • Whole classes are taught together, possibly for the whole lesson, on the same concept/method/knowledge.
    • The large majority of pupil’s progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.


  • Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.


  • Practice and consolidation play a central role. Carefully designed variation within diagnostic 5 (or 3 in F2 and Y1) will build fluency and understanding of underlying mathematical concepts.


  • Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.




After completing the ‘diagnostic 5 challenge’, pupils will receive an appropriate task to complete in the second part of the lesson.


  • Bronze Challenge: the children who need adult support in order to grasp the initial mathematical concept will complete a bronze task. This will often be in the form of discussion and worked examples on white boards.
  • Silver Challenge: many children will move on to silver task which builds on previous learning from the first part of the lesson and incorporates reasoning and problem solving.
  • Gold Challenge: some children will move to a gold challenge which is aimed at allowing the children to develop their skills at a greater depth. This could involve more formal recording or more abstract ideas, or tackling more complex problems or exercises.

If a child makes mistakes during the silver or gold challenges, they receive intervention before the next maths lesson.

As a school, we are developing our approach to mastery and will implement a mastery mind set throughout the lesson.

Teachers will be regularly using formative assessment to make judgements on the children’s attainment. Teachers will also carry out termly summative assessments in order to further support their judgements of the children’s attainment. Question analysis will also be carried out in order to highlight any gaps and to inform future planning.