Skip to main content

Our Approach

#389 Building Confidence and a Joy of Mathematics (KS3) – Ipswich Academy

Linda Tildsley

What did we do?

I was selected to become an Implementation Lead within my school, which involved the following:

From October 2021 to June 2022, I spent time collating data and evidence to actually diagnose the specific challenges to KS3 mathematical outcomes. I implemented a number of opportunities for staff and students in order to improve numeracy within the school and to build confidence in KS3 students following the Covid-19 pandemic. I have led a number of T.A and Maths Department CPD sessions which provided a number of strategies for staff to use within their lessons to encourage and build students’ confidence within maths lessons. I also bought specific maths work books ( made possible by the Opportunity Area grant) to help build and develop better understanding within maths. I continually monitored the effectiveness & impact of my numeracy project.

“I think that all the lessons are nice and it helped me learn a lot of stuff I was struggling with and stressing about which I am now confident on.”

Pupil feedback.

Summary of impact

The introduction of the small group lessons ( 3 students at a time) was very powerful. Class teachers reported an almost immediate uptake in participation and confidence in the intervention students, within their scheduled lessons. Assessment results for the intervention students have improved.

Steps taken

I started with baseline tests for the target group, so I could have an accurate picture of where the students were at. Then CPD for the TA who would be delivering the interventions, as well as highlighting the program to the maths department. I had a bank of resources for any students that may have found the work too easy. Also included “ fun” maths work like colouring prime numbers etc. to keep student engagement and participation high.

What would we do differently

I would most definitely have the intervention sessions timetabled onto the target groups timetable. Even though the intervention slots were the same every week (our academy has a 2 week timetable), some sessions did suffer from class teachers not fully realising these sessions were not optional, i.e if a practical lesson was happening or a really important lesson. That being said the support from staff was brilliant and I was very fortunate to have a particularly enthusiastic TA who went above and beyond to catch up any sessions that didn’t happen in their designated slots.


This project could not have happened if it hadn’t been through the full support of the Opportunity Area. The grant covered:

  • Our work books.
  • The training provided which allowed me to write and refine action plans, to motor progress.


Resources required

The continued help, support and advice from our network lead and the research school, has been integral to the successful caring out of my project.

See how others have implemented this Big Idea

Implementing Learning by Questions to improve KS2 outcomes - Springfield Juniors

Improving Arithmetic Across UKS2 - Sprites Primary Academy

Improving Writing Outcomes - The Federation of Fairfeld Infant and Colneis Junior

Raising Attainment in Maths Through Improved Problem Solving Skills - Trimley St Mary Primary School

Developing Times Table Knowledge in Lower KS2 - Sidegate Primary School

Securing Number in EYFS/KS1 Through Mastering Number Sessions - Castle Hill Infant and Junior Schools

Improving Reading Through Oxford Reading Buddy - Dale Hall CP School

Go Get EM - Suffolk New College

Reading and Maths Development and Interventions - Northgate High School

Poor Attendance/Behaviour of SEN (Specific) Students, Including Truancy From Lessons - Harwich & Dovercourt High School

Improving the Standard of Writing in non-English Subjects - Cliff Lane Primary

Supporting the Understanding of the Number System and Developing Fluency with Number Facts -The Oaks Primary School

Pupil Book Study - Handford Hall Primary School

Creating a Culture of Reading (KS3) - Ipswich Academy

Impact of Catch-Up Programme - Morland Primary School

Addressing the Gender Gap at School Copleston High School

Developing Phonics with Twinkl - Trimley St Martin Primary

Using whole class arithmetic interventions - The Beeches Primary School


Ipswich Academy

Linda Tildesley

KS3 Intervention and Assessment Lead.