Helping secondary schools improve GCSE mathematics outcomes through targeted intervention
Ansa Bassey Mathematics Intervention works in partnership with secondary schools to deliver structured, evidence-informed mathematics intervention — from diagnostic assessment through to a final impact report.
Ideal for schools seeking to
- Increase Grade 4+ outcomes
- Support pupils currently working at Grades 3–5
- Stretch Grade 5 pupils towards Grades 6–7
- Improve outcomes for disadvantaged and Pupil Premium pupils
- Deliver targeted intervention without increasing staff workload
A specialist, not a generalist provider
Programmes are led directly by a practising mathematics teacher, built around evidence and designed to fit around the realities of the school day.
18+ Years' Teaching Experience
Ansa has taught secondary mathematics for over eighteen years, and currently teaches GCSE Mathematics and Further Mathematics at a selective grammar school in Kent.
Qualified Mathematics Specialist
A PGCE in Secondary Mathematics (St Mary's College, University of Surrey) and an MSc in Process Chemical Engineering (Loughborough University) underpin a technically rigorous, subject-specific approach.
Small Group Intervention
Groups of four to five pupils allow for individual attention while remaining efficient for schools to timetable and resource.
Evidence-Informed Practice
Programme design draws on Education Endowment Foundation research into small-group tuition and targeted academic support.
Diagnostic Assessment
Every programme begins with an assessment that identifies specific gaps in understanding, rather than assuming a generic starting point.
Progress Reporting
Regular progress reviews and a final impact report keep senior leaders and heads of department informed throughout.
An experienced mathematics teacher, not a tutoring agency
Ansa Bassey is a qualified Mathematics teacher with over 18 years of classroom experience, currently teaching GCSE Mathematics and Further Mathematics at a selective grammar school in Kent. She holds a PGCE in Secondary Mathematics, an MSc in Process Chemical Engineering, and maintains an Enhanced DBS.
The programme combines Ansa's classroom experience with the structured approach she has developed through private one-to-one and small-group GCSE tuition since 2022 — supporting 18 GCSE candidates across Foundation and Higher tiers, with an average improvement of +1.4 GCSE grades. This website marks the launch of that experience as a structured programme for schools.
She is motivated by a straightforward belief: that with the right diagnosis, structure and support, every pupil can make meaningful progress in mathematics — including those who have come to see the subject as a source of anxiety rather than achievement.
- Qualified secondary Mathematics teacher
- PGCE, Secondary Mathematics
- MSc, Process Chemical Engineering
- Enhanced DBS certificate
- Further Mathematics specialist
- Tutoring since 2022, 18 GCSE candidates prepared
A structured range of intervention provision
Every service is designed to be commissioned by schools and delivered on school premises, fitting around existing timetables and priorities.
GCSE Mathematics Intervention
Structured support for pupils working towards their GCSE, aligned to the school's own scheme of work and target grades.
Small Group Intervention
Groups of four to five pupils, grouped by need following diagnostic assessment, for focused and efficient teaching.
One-to-One Support
Individual sessions where a pupil's needs, or a school's priorities, make one-to-one delivery the more appropriate model.
Diagnostic Assessment
An initial assessment that identifies precisely where understanding breaks down, used to plan each pupil's intervention.
Progress Monitoring
Ongoing tracking of pupil progress throughout the programme, shared with staff at agreed review points.
Outcome Reports
A final written report summarising starting points, progress made and recommendations for continued support.
School Partnership Programmes
Term-length or year-long partnerships built around a school's own improvement priorities for mathematics.
Pupil Premium Intervention
Provision designed with Pupil Premium reporting and accountability requirements in mind.
Catch-Up & Stretch Programmes
Focused support for the Grade 3 to 5 transition, and stretch provision for the Grade 5 to 7 transition, for Year 10 and Year 11 pupils across Foundation and Higher tiers.
Our intervention programme
Each programme runs over one school term — 12 sessions of 60 minutes — and follows a consistent, transparent structure from first assessment to final report. Places are limited to a small number of Thurrock schools each year, with cohorts starting September 2026 or January 2027.
Diagnostic Assessment
Identifies specific gaps in understanding before teaching begins.
12-Session Programme
Twelve 60-minute sessions built around assessed need, across one school term.
Groups of 4–5
Small enough for individual attention, sized for practical delivery.
After-School Delivery
Sessions delivered on school premises after the school day ends.
Progress Review
A mid-programme review shared with the school's mathematics lead.
Final Impact Report
A written summary of progress and outcomes at the end of the term.
From first conversation to final report
A straightforward process designed to require minimal administrative time from school staff.
Discovery Meeting
An initial conversation to understand the school's context and priorities for mathematics.
Identify School Priorities
Agreeing which year groups, pupils or targets the programme should focus on.
Diagnostic Assessment
Assessing pupils to establish an accurate, evidenced starting point.
Weekly Intervention
Delivering structured sessions after school, on school premises, each week.
Progress Review
Checking in partway through the programme and adjusting the focus if needed.
Outcome Report
Providing a final report the school can use for its own evaluation and reporting.
Grounded in established research, not trends
The programme is built on the Education Endowment Foundation's Teaching & Learning Toolkit, which identifies small-group tuition as delivering an average of four months' additional progress for disadvantaged learners. It maps directly to the Department for Education's recommended menu of approaches under Targeted Academic Support.
- EEF Small-group tuition is associated with around +4 months' additional progress for disadvantaged learners.
- DfE The programme structure follows the Targeted Academic Support approach within the national tutoring guidance.
- METHOD Diagnostic assessment, mapped to prior attainment data, is used to identify need before teaching begins.
- METHOD A final outcome report is provided in a format suitable for Pupil Premium review and Ofsted inspection.
Private tuition results, since 2022
This school-based programme is newly launched, so we don't yet have feedback from partner schools to share. What follows is Ansa's track record from private one-to-one and small-group GCSE tuition, which underpins the approach used in the school programme.
"Ansa worked with our son through Year 11. She adapted every session to what he actually did not understand — not what a textbook thought he should be doing. He moved from a predicted Grade 3 to a Grade 6 at GCSE."
Arrangements schools can rely on
All intervention is delivered on school premises, within the school's own safeguarding arrangements, and Ansa holds the certification schools would expect of anyone working directly with pupils. References are available on request.
Questions school leaders often ask
The programme is designed for secondary school pupils working towards GCSE Mathematics, including those needing to catch up on specific content and those aiming for the highest grades.
Small groups are typically four to five pupils. One-to-one sessions can be arranged where this is more appropriate for a particular pupil.
Provision is primarily aimed at Key Stage 4, particularly Years 10 and 11, though Key Stage 3 catch-up support can be discussed on request.
Sessions are planned around the school's chosen exam board and scheme of work, including AQA, Edexcel and OCR GCSE Mathematics specifications.
Yes. The programme is commonly commissioned using Pupil Premium funding, and progress reporting is designed to support the school's own accountability requirements.
Progress is measured against the outcomes of the initial diagnostic assessment, with a review partway through the programme and a final assessment at the end.
Programmes typically run for approximately one school term, comprising around twelve weekly after-school sessions.
Yes. Schools receive a mid-programme progress review and a final impact report summarising outcomes and recommendations.
Arrange a planning conversation
Get in touch to discuss your school's priorities for mathematics. A short 20-minute planning conversation is the usual first step, with no obligation to proceed further.