Numeracy intervention shows promise for pupils struggling with maths

The Education Endowment Foundation has published an evaluation of 1stClass@Number, a 10-week numeracy intervention, delivered by teaching assistants, that provides intensive support for pupils struggling with maths.

A randomised controlled trial was conducted in 133 schools in south and west Yorkshire. Schools each nominated four children in Year 2 to participate, and the schools were then randomly assigned to either receive the intervention or to continue with normal teaching. A team from the University of Oxford evaluated the programme, which was delivered three times a week for 10 weeks in addition to normal mathematics instruction. A process evaluation collected additional data through observations, questionnaires and phone interviews.

Results showed that the intervention had a positive effect on Quantitative Reasoning Tests (effect size = +0.18) compared to pupils in the control group. Among pupils eligible for free school meals, those in the intervention group did not make any additional progress in the Quantitative Reasoning Test compared to control group pupils.

1stClass@Number seemed to have no impact on performance in end of Key Stage 1 maths tests compared to pupils in the control group. However, there was some evidence that the intervention widened the gap in Key Stage 1 maths results between pupils eligible for free school meals and their peers.

Source: 1stClass@Number: Evaluation report and executive summary (July 2018), Education Endowment Foundation

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