Introduction

The original IPM initiative was developed over a number of years by a team from the London Borough of Barking & Dagenham in conjunction with consultants from the National Institute of Economic & Social Research (NIESR).

It was influenced by teaching methods in German-speaking Switzerland which produce some of the highest standards in Europe. The project was designed to raise standards of mathematical attainment among pupils of all ability levels, and this remains its prime objective.

On introducing the IPM initiative, standards in Barking & Dagenham rose dramatically, and although Barking & Dagenham is one of the country’s most deprived areas, its primary pupils have equalled or bettered national averages for several years.

IPM materials follow a carefully sequenced, logical order. Teachers like the highly systematic approach of the scheme.

IPM provides detailed teaching materials for each lesson throughout the year. Virtually everything is provided; namely, teachers’ materials, pupils’ materials and resources. Detailed notes for teachers are included.

The materials are designed to be used by the whole class, often working together. Year 1 materials lay rock-solid foundations which help to prevent children from falling behind in subsequent years. Strategies for mental calculations are taught explicitly.

The revised IPM materials (New IPM) meet the full requirements of the National Curriculum. They provide many practical activities and establish knowledge and understanding in a highly systematic way. New assessment materials identify pupils’ strengths and weaknesses and foster a personalised approach in the context of motivating whole-class lessons.