Progress Schools Tees Valley · Lundy Loop
Mathematics — Lundy Loop Subject Guide
Whole-school implementation companion · 2026/27
Dominant dialect: Predominantly book-based with modelled and practical episodes. Use the dialect of the learning episode; hybrid lessons may move between families.
SPACECalm conditions, visible method, manageable question set and permission to use appropriate supports.
VOICECorrected step, reworked calculation, verbal reasoning, representation or alternative method.
AUDIENCEAdult checks the reasoning and locates the misconception rather than only checking the final answer.
INFLUENCENext example, representation, scaffold, variation or challenge changes.
| Area | Practice translation |
|---|---|
| Fluency | Immediate correction followed by a similar-but-not-identical question. |
| Reasoning | Pupil explains why, compares methods or identifies an error. |
| Problem solving | Feedback reduces unnecessary load without removing the mathematical thinking. |
| Independence | WS and I describe access accurately; supports are not withdrawn to manufacture independence. |
Worked loop
“Your operation is correct; check how you aligned the place values.” The pupil reworks it; the adult checks and gives a transfer question.
“Your operation is correct; check how you aligned the place values.” The pupil reworks it; the adult checks and gives a transfer question.
Avoid marking theatre
Do not use R because the answer changed; use it after the adult has received the reasoning or corrected method.
Do not use R because the answer changed; use it after the adult has received the reasoning or corrected method.
Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?
Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper