Give every learner the confidence to succeed with evidence-based mathematics interventions.
Services For Education is proud to provide the acclaimed Every Child Counts (ECC) programme of interventions, in partnership with Edge Hill University. We combine ECC’s proven frameworks with our expert delivery to help your teachers and TAs provide support for struggling learners, with confidence.
Why Choose Our Maths Interventions?
- Targeted use of the Pupil Premium with Powerful Outcomes: 13 months’ progress in just 4 months, and 91% learners gained confidence and a renewed enjoyment of maths.
- Endorsed By Education Endowment Foundation (EEF), who recognised 1stClass@Number as a “Promising Programme” after an independent evaluation by the NFER. Read the Report here.
- Empowered Teachers and TAs: We ensure your staff are confident to deliver high-impact, but fun, specialist interventions.
Teachers remark that “You can see how the children become confident and enthusiastic in their lessons, with a lack of fear to have a go. Their concentration improves and they are willing to join in.” Read Case Study
New Dates
Interventions
1stClass@Number 1 – Summer 2026 (Online)
Wednesday 6th May 2026 & Friday 5th Jun 2026 & Tuesday 30th Jun 2026
£680.00
New Dates
Interventions
1stClass@Number 2 – Summer 2026 (Online)
Wednesday 6th May 2026 & Friday 5th Jun 2026 & Tuesday 16th Jun 2026 & Tuesday 30th Jun 2026
£750.00
| Intervention Programmes | Target Audience |
| Becoming 1stClass@Number | For learners who need further support to secure the Early Learning Goal for Number. |
| 1stClass@Number 1 | For learners who need further support to achieve the age-related expectations of the Year 1 curriculum. |
| 1stClass@Number 2 | For learners who need further support to achieve the age-related expectations the Year 2 curriculum. |
| Success@Arithmetic Numeracy | For learners in Year 3 and older who need support to understand the number system and develop fluency with number facts. |
| Success@Arithmetic Calculation | For learners in Year 5 and older who need support to understand and develop fluency with formal written methods. |
Donna Sankey - Independent ConsultantÂ
Donna Sankey, Intervention Teacher, and Trainer, is a passionate advocate for children's education and well-being. With over 30 years of experience working with children, Donna's journey started as a qualified nurse and evolved through voluntary work and teaching assistant roles before she pursued a degree and obtained qualified teacher status. Her dedication to supporting children facing challenges in developing their skills has always been at the core of her professional journey.
When the opportunity to become an intervention teacher presented itself, Donna eagerly pursued training for an Every Child Counts (ECC) intervention at Edge Hill University. This experience opened doors for her to further enhance her knowledge of various ECC interventions, which she now uses to support children in her school. Donna's enthusiasm for helping children reach their full potential led her to become a trainer for multiple intervention programs.
As a middle leader, Donna extends her expertise to support colleagues in implementing interventions effectively, ensuring positive outcomes for students with diverse needs. Continuously striving to expand her knowledge and skills, Donna actively seeks out new interventions to enhance her role as an Intervention Teacher. She dedicates herself to ongoing training, including delivering successful mathematics intervention programs like Success@Arithmetic and 1stClass@Number on behalf of Edge Hill University. Donna's unwavering passion for empowering children through education shines through in her work every day.
Victoria Leach, Teaching Assistant – Yardley Primary
“School initially decided to train a few TAs so that we could run maths interventions for lower ability pupils in Year 2. We went to a number of training days at Services for Education for 1st Class @ Number 1. Here we were given our pack of resources and learnt how to implement the programme.
The children were identified and a baseline assessment completed. I then looked at the lesson plans and sourced the resources needed from the resource box and prepared any extra resources. In groups of 4 children the sessions were completed.
You can see how the children become confident and enthusiastic in their lessons, with a lack of fear to have a go. Their concentration improves and they are willing to join in.
It is an incredibly well put together programme that taps in to what children like. It is colourful with repetition and playfulness in every lesson. Some competitiveness can come about when they are playing the games, all very well thought out.
The progress is unbelievable for the children, learning through play is evident in all of the lesson plans. Some lessons might go over a few days to ensure all elements have been covered.
The children love self-evaluating at the end of lessons to check what they have learnt.
Since beginning using this intervention I have never had a child that hasn’t engaged with it and enjoyed it, everyone has accessed it and the data speaks for itself, with the progress the children make.”
Donna Sankey, Intervention Teacher – Yardley Primary
“As an Intervention Teacher finding evidence based interventions has always been important to me. When I discovered Every Child Counts (ECC) interventions it became a priority to develop my knowledge.
Through our local provider, Services for Education, I began to look at ECC interventions that could be TA lead. 1st Class @ Number 1 was the first TA lead intervention implemented within my school.
The intervention resources and lesson plans were easy to use, with just a few easy to find supplementary resources being needed from school. We targeted lower ability children in Year 2, and were delighted with the impact it made for our learners. In our first run through 4 groups of 4 children were targeted.
The lessons are aimed at being fun, whilst focusing on the skills the children need. Not only did pupils improve their maths confidence and knowledge, they also became more active learners in everyday maths lesson.
From our entry and exit data, using the Sandwell assessment tool, we could see that some pupils made 9 months progress in 3 months, others made as much as 18 months and more. Which resulted in a very positive impact on their abilities by the end of Key Stage 1. Once the outlay had been made for the initial training for our staff we have continued to run the intervention making positive impact for many other learners.
At my school we currently run: Becoming 1st class @ Number in Year 1; 1st Class @ Number 1 in Year 2; 1st Class @ Number 2 in lower Key Stage 2; Success @ Arithmetic Number Sense and Calculation interventions in upper Key Stage 2.”
“1stClass@Number has made a remarkable difference, not only to our pupils but also for our TAs. The high-quality training helped our TAs to become much more confident with mathematics – not just in delivering the intervention but also in supporting class mathematics teaching.”
JO BLAND – HEADTEACHER – BOSTON PIONEERS FREE SCHOOL ACADEMY
“Our maths lead found it so valuable and really appreciates all the support you gave her. She said she feels more confident as a subject lead now. So, thank you.”
BECKY STANLEY – Headteacher – BENTLEY WEST PRIMARY SCHOOL
“Denise was knowledgeable, supportive and set out the expectations clearly. She has supported me to know what my focus needs to be as I return to school, in terms of writing and moderation.”
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