Give every learner the confidence to succeed with evidence-based mathematics interventions.
Services For Education is proud to have provided the acclaimed Every Child Counts (ECC) programme of interventions, in partnership with Edge Hill University for many years.
Unfortunately, we have had to make the decision to pause our intervention programme for this academic year due to unforeseen circumstances. If you would like more information about programmes available through other organisations, please visit the Every Child Counts website.Â
Why Choose 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: 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
| 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. |
1stClass@Number is a programme, ready-made with detailed session guidance and resources to help develop children’s mathematical understanding, communication and reasoning skills.
The programme has supported over 55,000 pupils and made an average Number Age gain of 13 months in only 4 months! Children show more confidence and interest in learning mathematics in class after 1stClass@number.
This course will support teaching assistants, teachers and link teachers who need further support at the level of the Year 1 curriculum to raise attainment in number and early calculation using the resources and session plans included.
Success@Arithmetic – for learners who need support to improve their understanding of number and written calculation skills. There are two Success@Arithmetic mathematics intervention programmes available to schools:
- Success@Arithmetic Number Sense
For pupils in Years 3 to 5 who need support to understand the number system and develop fluency with number facts. - Success@Arithmetic Calculation
For pupils in Years 5 to 8 who need support to understand and develop fluency with formal written methods.
As part of the Department for Education’s Accelerator Fund, the EEF commissioned this trial as one of a number of programmes that showed promise for increasing pupil attainment.
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The EEF is discussing next steps for 1stClass@Number 1 and has included it in their Promising Programmes category due to its positive findings.
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The first effectiveness trial of 1stClass@Number 1 suggested that the children taking part in the intervention made two months’ additional progress in maths, on average, compared to other children. The EEF tested 1stClass@Number 1, a programme delivered by teaching assistants which provides intensive support for pupils struggling with maths. We funded this project because it has been used by over 4,000 schools and a similar ECC intervention, Numbers Count, has strong evidence of impact.
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.”
class teacher
What are the key features of the Mathematics Interventions?
The Mathematics Interventions include targeted programmes like 1stClass@Number, endorsed by the Education Endowment Foundation, aiming to boost learners’ progress, confidence, and enjoyment of maths through evidence-based methods and expert delivery.
How does the Every Child Counts (ECC) programme benefit learners?
The ECC programme helps struggling learners by providing proven frameworks and expert support, resulting in significant progress such as 13 months’ progress in just 4 months and increased confidence and enthusiasm in maths.
What evidence supports the effectiveness of the 1stClass@Number programme?
The 1stClass@Number programme is endorsed by the EEF as a Promising Programme, with independent evaluations by NFER showing that learners make substantial progress.
Who can benefit from the specific intervention programmes listed?
Intervention programmes are tailored for learners who need additional support at various stages: from early number skills in Year 1 and 2 to understanding the number system and developing fluency in Year 3 and beyond, including older students requiring support with formal written methods.
What advantages do teachers and TAs gain from implementing these interventions?
Teachers and TAs become more confident in delivering high-impact, engaging interventions, supported by well-structured resources and training, leading to better learner engagement and measurable improvements in maths skills.
