Information for schools and teachers

Why should my school take part in this research?

Strong research evidence base shows that children’s spatial thinking is closely linked to their mathematics learning, particularly for reasoning and problem solving. Research also indicates that spatial skills are malleable and can be strengthened through targeted activities. However, spatial thinking is not routinely addressed explicitly within the primary mathematics curriculum.

With the support of participating schools, this pilot study aims to explore whether embedding short spatial activities and spatialised content within existing Year 3 maths lessons is a feasible and effective way to support children’s mathematics learning. The project has been co-designed with White Rose Education to ensure close alignment with curriculum content already used by schools.

Participating schools will receive a summary of the project findings, including practical insights and suggestions for classroom activities that may support mathematics learning.

Who can take part?

The study is recruiting Year 3 classes from primary schools that use White Rose Maths. 

If a school agrees to take part, participating teachers will be invited to consent to involvement in the delivery of the intervention. Parents and carers of all eligible children will be informed about the project and given the opportunity to opt out if they wish.

What happens next if we choose to participate?

Participating schools will be asked to nominate one Year 3 class teacher to take part. Teachers will receive a professional development session delivered by the University of Surrey research team, introducing the role of spatial thinking in mathematics, the structure of the Bee Spatial activities, and guidance on delivery within normal maths lessons. Ongoing support will be provided throughout the pilot. The programme involves a short training programme, in which teachers embed brief spatial activities at the start of their maths lessons, and cover maths content in a spatialised manner over several weeks. All activities are delivered as part of normal classroom practice. Children will complete classroom-based spatial and mathematics assessments before and after the intervention, allowing the research team to examine changes in skills over time.

Will schools receive the children’s results?

The assessments are used for research purposes only. Results will not be used to judge individual children’s ability or progress, and all data shared with the research team will be anonymised. Schools will not receive individual pupil results. However, each participating school will receive a summary of the overall findings, including practical implications for teaching and learning.