ABSTRACT
This chapter presents data showing that in primary schools, we should be concerned about the performance of white FSM-eligible boys in maths in KS1, but also about the poor progress that girls in this group make in maths over their primary years. At GCSE level, disadvantaged white pupils are not the only group doing poorly; there are also signs that Black Caribbean pupils are not doing as well in maths as they should. The difficulties that under-achieving disadvantaged children may experience with maths are explored. Then the chapter considers what good basic teaching might look like for this group, suggesting approaches that intentionally reduce anxiety, get children talking, link abstract ideas to real-life examples, provide visual support and build in strategies to overcome short- and long-term memory difficulties. Finally, it makes the case that brief ‘keep-up’ interventions may not be sufficient; if children do not have the basic building blocks of numeracy they will need high-quality additional intervention programmes that are time-limited but intensive. The evidence for different programmes is set out. Throughout, case studies are used to illustrate both effective classroom teaching and the management of interventions.
