The rationale of this research was to measure the success of pre-teaching and establish whether it could enable low attaining pupils in maths to make accelerated progress when learning new concepts. Over the course of three months, a small group of low attaining pupils from Years 5 and 6 (4 from each year group), were pre-taught new concepts in mathematics. This was conducted by teaching assistants, who led 20 minute teaching sessions, which took place once per week.
This research was positively received by the teachers, the teaching assistants directly involved and the pupils. It was clear to see that all pupils were engaged, confident and comfortable working within a small group from the outset. Their positive behaviour and learning attitude was immediately transferred into their classes. Pre-teaching most certainly boosted their self-esteem and pupils displayed high levels of in lesson interaction.
The results show almost all pupils made accelerated progress and this was measured using teacher assessment from end of previous year to the end of the current year. Furthermore, this study supported pupils and enabled them to actively engage, thus improve their oracy in maths. In order for pre-teaching to be more successful, it should be embedded as a daily intervention at the beginning of each day.