SPI Maths reports do not stop at scores. They show teachers and maths leads what pupils can read, which structures are fragile, which misconceptions are likely, and what action will make the biggest difference next.
Jump to a sample reportA mark tells a teacher that something went wrong. SPI Maths reporting is designed to show what went wrong, why it matters, and what to do about it. That distinction is what makes the reports useful for busy classrooms.
Because assessment items are tagged by mathematical object, structure, literacy action and likely misconception, the report can translate pupil responses into a diagnosis that is far more specific than a percentage.
A pupil does not need the same detail as a maths lead. SPI Maths separates the reporting layers so each audience gets the level of information they can actually use.
Simple, encouraging summaries that name what the pupil is secure with, what to work on next, why it matters and the next task.
Plain-language summaries that explain the pupil's current stage, the key structural weakness and how the next steps will support future maths.
Tag-level performance, likely misconceptions, priority groups, question-level analysis and suggested teaching actions.
Patterns across a class, including shared weaknesses, secure foundations, groupings and whether reteaching should be whole-class or targeted.
Year-group trends, class differences, curriculum implications, likely topic impact and CPD priorities for the department.
Concise summaries of cohort patterns, intervention priorities, curriculum implications and workload-sensitive next steps.
Suppose a Year 8 class completes an SPI Sums assessment. A normal test might tell you that the class is weak at algebra. An SPI report can identify a more useful conclusion: pupils are not yet secure with signed terms, so more equation practice is unlikely to fix the root problem.
The teacher can then use one focused explanation, a short task sequence and a mini reassessment instead of guessing which algebra topic to reteach.
A small literacy gap can create problems across many later topics. The reports connect a diagnosed weakness to the mathematical work it is likely to affect, so departments can intervene before the same issue appears repeatedly.
Collecting like terms, solving equations, expansion, factorisation, sequences and algebraic proof.
Cancellation, fractions, ratio, proportion, factorisation, area formulae and algebraic fractions.
Solving, forming equations, rearranging formulae, simultaneous equations, inequalities and modelling.
SPI Maths helps a head of department see whether a weakness is isolated, class-wide, year-wide or linked to curriculum sequencing. That matters because the right response may be an intervention group, a lesson adjustment, a shared department explanation or a CPD priority.
The aim is workload-sensitive improvement: fewer vague conversations about pupils being weak at algebra, and more precise decisions about the next teachable structure.
Participating schools can review whether the reports match teacher judgement, whether the recommendations are clear, and whether the information helps departments act with more confidence.