Jul
Advice For Schools, News
1stClass@Number Confirmed as a Promising Programme by Education Endowment Foundation (EEF)
1stClass@Number, a teaching assistant-led programme designed to improve the maths skills of struggling Year 2 pupils, has been shown to boost numeracy, according to an independent evaluation by the Education Endowment Foundation (EEF).
The EEF report confirms it as a Promising Programme: children from disadvantaged backgrounds did as well as non-FSM children!
Key Findings
- Year 2 children who received 1stClass@Number 1 made the equivalent of two additional months’ progress in maths, on average, compared to control pupils who did not receive the intervention.Â
- FSM pupils receiving 1stClass@Number 1 made the equivalent of two additional months’ progress in maths, on average, compared to FSM pupils who did not receive the intervention.Â
- TAs and pupils had positive views of the intervention. TAs perceived the training content, delivery, and materials to be of high quality and reported that they enjoyed delivering the intervention to pupils. Pupils reported enjoying intervention activities and interactive games.Â
- The key features of 1stClass@Number 1 that are likely to have led to the positive impact on pupils’ attainment include its modular nature with each topic building on previous ones, its manualised nature, high quality training, high quality tutoring with a small-group size and regular session frequency, and the ability to be adapted to pupils’ needs.Â
Quote taken from the NFER Report.
Improving teaching and learning takes time, structure, and follow-up.
In partnership with Edge Hill University, Services For Education delivers 1stClass@Number, as well as the Success@Arithmetic, intervention programmes to help schools raise achievement in Mathematics through consistently high quality professional development and training for teachers and teaching assistants.
The mathematics interventions support teachers and TAs to build deeper understanding of maths subject knowledge and pedagogy.
Content is covered in units of work, providing easily adaptable lesson plans (and essential resources) to simplify or extend learning with cohesive and structured sessions to deepen and strengthen pupil learning.
Training takes place over a time-scaled sequence of professional development sessions which provide teachers and TAs with the opportunity to share their learning and to plan for next steps.
Find out more about our intervention programmes here.
Further Reading:
SFE Mathematics Interventions
In partnership with Edge Hill University we aim to help schools raise achievement in Mathematics through consistently high quality professional development and training for teachers and teaching assistants.
– Targeted use of the Pupil Premium
– ​​​High-quality professional development and training
– To be delivered by teaching assistants, and aimed at small groups
If you would like to find out more, please feel free to get in touch.
About the Adviser
Denise Harris - Adviser, Services For Education
Denise has enjoyed many years working as a qualified teacher in Birmingham. She has taught across the age range in schools, in an Education Action Zone, and in a Youth Offending Unit.Â
As a local authority primary numeracy consultant, she has supported many schools to effectively develop their maths provision, and this continues through her management of the very successful 'Every Child Counts' mathematics interventions, developed and supported by Edge Hill University, and which are proven to have a significant impact, not only on underachieving and SEND pupils, but also on teacher and teaching assistant subject and pedagogical knowledge, classroom and whole school practice.
Nowadays, Denise successfully delivers the primary statutory assessment contract for moderation and monitoring on behalf of Birmingham LA. She has been instrumental in effectively managing the changes over time to the statutory assessment processes but does not lose sight of the need for schools and teachers to make use of ongoing formative assessment strategies as part of the teaching and learning process to monitor pupil progress. In her statutory role, Denise works closely with other moderation managers both locally and nationally to ensure a consistent understanding of national guidance and related requirements. She recruits, trains, and accredits both KS1 and KS2 pool moderators and utilises her knowledge and understanding of these processes to ensure, through her training offer, that schools are equipped to fulfil their statutory duty confidently.
