A strong resource needs a clear plan for how it will be used
Successful implementation is not measured by the number of accounts created. It is visible when teachers understand the approach, planning is coherent and pupils experience consistent representations and expectations across the school.
A maths lead or school leader working with colleagues around planning documents, pupil work or assessment evidence.
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Stage 1: Understand the starting point
Begin with the school’s current curriculum, assessment evidence, teacher confidence and practical constraints. Identify what is already working and the specific problems LTD is expected to address.
This prevents the implementation from becoming a broad initiative with no clear measure of progress.
Stage 2: Agree the first priorities
Priorities might include place value, additive thinking, multiplication facts, use of manipulatives, intervention or whole-school planning. Select a manageable focus and define what staff will do differently.
Stage 3: Set up access and planning
Create accounts for agreed staff, share the relevant yearly overviews and establish where LTD planning sits within existing school systems. Make responsibilities clear for maths leads, teachers, teaching assistants and administrators.
Stage 4: Introduce the lesson model
Staff need time to see a complete lesson, understand Whole Class, Hands-On and Independent, and discuss the purpose of the resources. Use a modelled lesson or shared planning session rather than relying only on a login email.
Stage 5: Begin classroom use
Teachers use selected lessons or sequences, collect pupil work and note questions. Leaders protect the early phase from overload by focusing on a small number of agreed practices rather than expecting instant full adoption.
Stage 6: Review evidence
Review teacher experience, pupil discussion, independent work and assessment. Identify what has become clearer, where misconceptions remain and what support staff need next.
The review should lead to a practical decision, such as refining a sequence, revisiting a representation or planning targeted CPD.
Stage 7: Sustain and extend
Build the approach into induction, curriculum review and professional learning. Develop internal champions, keep planning documents current and avoid adding new initiatives that conflict with agreed practice.
Possible implementation support
- Initial leadership consultation
- Online staff introduction
- Curriculum and planning review
- Modelled lessons
- Topic-specific CPD
- Maths-lead coaching
- Assessment review
- Intervention setup
- Implementation check-ins
- On-site professional development where contracted
A seven-stage infographic showing: understand the starting point, agree priorities, set up access and planning, introduce the lesson structure, begin classroom use, review evidence, and sustain the approach.
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