Mental Maths Fluency Intervention

Mental Maths Fluency Intervention is a new short, focused maths intervention which is suitable to be used with pupils Year 2+ on a one-to-one basis or in small groups.

What are the aims of the Mental Maths Fluency Intervention?

This intervention aims to:

Builds foundational learning in number and additive fact recall
Supports the development of deep understanding of numbers within 10
Enables pupils to develop strategies to understand how additive facts up to 10 + 10 can be derived and are related.

The aim is to precisely identify current knowledge and gaps in knowledge. A short, bespoke intervention personalised to the child is then planned and delivered over a 6 to 8-week period.

He is more confident in his ability and was able to access KS2 Maths papers, which he could not before the intervention. He also scored 25/30 in a KS1 Maths paper; he was unable to access this in the past.

Central Primary, Watford

Mental Maths Fluency Intervention resources

The programme is fully resourced with:

Short, easy-to-administer, diagnostic assessment
Personalised planning proforma
Full set of comprehensive teaching guides, including videos
Independent practice resources: worksheets, games, etc.
In class resources: fluency slides

We used to not be able to do a lot of things (in maths) but now, from Mrs George’s help, we have caught up to the class. We don’t need to be taught differently anymore.

Pupil, Aboyne Lodge School, St Albans

Mental Maths Fluency Intervention delivery

Autumn term 2024

Full days training on Thursday 14th November 2024, 9am – 4pm at Robertson House in Stevenage.

To book on this training, please visit the HFL Education Hub.

For further information or queries, please contact the HFL Events team at training@hfleducation.org or call 01438 544477.

I believe the 1:1 tutoring and the practice sheet and scaffolding has boosted the student’s confidence.

I think spending time with the student in a one-to-one session, and allowing them to ask for support on a certain issue, has allowed them to work on a skill rather than ignore/cope with a difficulty.

Thomas Alleyne Academy, Stevenage