The staged roadmap A sequence from diagnosis to system-wide support.
The stages are not just product milestones. They are intellectual milestones: define the domain, test the assessment model, prove the reporting is useful, connect reports to action, and then scale the approach into resources, CPD and curriculum support.
Stage 1Framework definition
Clarify the SPI framework
The first task is to make SPI Maths precise enough to be discussed, assessed and taught. This means defining the framework, tags, curriculum spine, report types and intervention routes before making larger claims.
- Create a shared glossary
- Define sums, products, indices and nested structures
- Map literacy actions such as identify, classify, parse and transform
- Define assessment tags, report types and intervention links
Stage 2Assessment development
Build initial diagnostic assessments
The early assessment banks should be larger than the final versions. That gives room to remove weak questions, refine distractors and keep only the items that diagnose structural understanding cleanly.
- Develop pre-structure and symbolic parsing assessments
- Develop sums, products and indices assessments
- Develop relations, equations and nested structures assessments
- Keep wording accessible and reading demand low
Stage 3Diagnostic model
Create the tagging system
Every question should carry enough information to turn a pupil response into useful insight. Tags connect the assessed structure to the literacy action, misconception, topic impact, resource link and CPD route.
- Tag by assessment level, object and structure
- Tag by literacy action and likely misconception
- Link tags to curriculum topics and future risk
- Link tags to follow-up resources and CPD notes
Stage 4Evidence to insight
Develop prototype reporting
Assessment data is only useful if it becomes clear enough to act on. Prototype reports will show strengths, fragile structures, likely misconceptions, topic impact and recommended next steps for different audiences.
- Pupil and parent reports
- Teacher and class reports
- Year-group and department summaries
- Priority actions and reassessment points
Stage 5Action system
Link reports to targeted resources
Each major weakness should point to a focused resource set. The aim is to close the loop so teachers can move from diagnosis to action without searching for generic algebra materials.
- PowerPoint mini-lessons
- Online explanations and diagnostic quizzes
- Intervention packs and printable tasks
- Misconception cards, teacher notes and reassessment checks
Stage 6Pilot validation
Trial with pupils and teachers
The assessments, reports and follow-up resources should be trialled with schools before the system scales. The pilot tests whether the questions diagnose the intended weaknesses and whether the reports lead to useful action.
- Check pupil understanding of the wording
- Check whether assessment length is appropriate
- Compare reports with teacher judgement
- Review whether follow-up actions improve targeted performance
Stage 7Department development
Build CPD and curriculum support
SPI Maths depends on teachers using precise structural explanations. CPD will help departments interpret reports, use consistent language, avoid misleading shortcuts and adapt schemes of work where evidence suggests a structural weakness.
- CPD on mathematics as structured language
- Training on sums, products, brackets and equations as truth
- Guidance for using SPI reports to plan intervention
- Curriculum planning support for Key Stage 3 and GCSE readiness
Stage 8Long-term goal
Realise the full SPI ecosystem
The full version of SPI Maths is a diagnostic and curriculum-support ecosystem: assessments, reports, resources, CPD, curriculum planning, online pupil practice and expert guidance working from the same mathematical literacy framework.
- Digital assessment platform
- Full tag-linked resource library
- Progress tracking across cohorts
- Expert SPI assistant for teachers, leaders, pupils and parents