Improving Maths Pedagogy and Practice (IMPP) Scale

The Improving Maths Pedagogy and Practice (IMPP) scale is an innovative way of assessing and improving the quality and effectiveness of mathematics teaching in the first few years of primary or elementary schooling. It is informed by the evidence base of practice shown to improve children’s outcomes and extensive professional development delivered by the authors.

The IMPP supports both the ‘how’ and ‘what’ of teaching mathematics to young children, encourages positive dispositions towards maths, and addresses issues such as maths anxiety and disengagement. It focuses on teaching developmentally appropriate maths with understanding, using ‘maths talk’, child-friendly contexts, concrete, pictorial and abstract representations to their best effect.

This unique measurement scale supports:

• the teaching of early mathematics in primary/elementary schools, using the evidence base of what works best to support fluency and mastery
• teachers’ content and pedagogical content knowledge of mathematics, including comprehensive sets of practical examples
• quality improvement processes and self-assessment of the mathematics taught in classrooms
• children learning mathematics with understanding, which also supports their engagement, enjoyment and achievements
• researchers, auditors and/or inspectors looking for a measure of mathematical quality and effectiveness in the classroom

The IMPP will help teachers and school leadership successfully develop their children’s mathematical understanding, reasoning and problem solving. Educators can use the scale for self-evaluation of their own practice, so they can build on what they already do well and improve where required. Leadership teams and mentors can use it to audit quality, support positive discussions and set effective development targets. The scale is particularly useful when supporting children living with disadvantage, and those with additional learning needs and maths anxiety.

Denise Kingston is senior researcher at the University of Oxford, honorary research fellow at the University of Sussex and an educational psychologist. She has a special interest in children’s development, including their mathematical and scientific understandings, as well as other important school skills such as self-regulation, socialisation and inclusion. Denise has previously published The Early Childhood Quality Rating Scale – Emergent Curriculum (ECQRS–EC) (2026, Routledge), The Pedagogical Leadership in the Early Years (PLEY) Quality Rating Scale (2026, Routledge) and The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale (2024, Routledge).

Iram Siraj is Professor of Child Development and Education at the University of Oxford and Research Professor at the University of Maynooth, Ireland. She has run trials using the Curriculum, Leadership and Interaction Quality Rating Scales (CLIQRS) in Australia, Singapore, China and the UK. She specialises in researching environments which enhance young children’s learning, especially as part of mixed-method, longitudinal studies. Her previous publications include The Early Childhood Quality Rating Scale – Emergent Curriculum (ECQRS–EC) (2026, Routledge), The Pedagogical Leadership in the Early Years (PLEY) Quality Rating Scale (2026, Routledge), The Movement Environment Rating Scale (MOVERS) (2024, Routledge) and The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale (2024, Routledge).

Judy Barrett is a former primary school teacher. She has taught in state-run nurseries, Reception and Year 1 classes in areas of social deprivation in the UK. Alongside her PGCE (specialising in early years mathematics), she has a Master's in Pure Mathematics and is a keen advocate of empowering and inspiring girls to overcome maths anxiety. Over the past decade, Judy has worked on a number of education-related research and outreach projects across the UK, mainland Europe and sub-Saharan Africa. She has previously published in the citizen science sphere.