Education Endowment Foundation:Boosting children’s understanding of early maths: the EEF releases findings on two new programmes

The EEF has published two new evaluations of programmes focussed on improving teaching and learning in mathematics in early years: Early Number with Numicon and Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP).

Mathematical understanding enables children to make sense of the world around them, and it’s strongly associated with later achievement in school. For that reason, it is important to evaluate teaching approaches and professional development programmesA programme is a package of support, including professional development, that helps early years educators to improve particular areas of practice and children’s outcomes. which aim to boost children’s early achievement in mathematics.

Early Number with Numicon

Numicon is widely used in English schools to help children visualise and engage with mathematical ideas.

Early Number with Numicon is a 14-week programme for childminders and educators in early years settings. It aims to support educators to deliver improved early maths sessions to children aged between 3 to 4 years old, by developing children’s conceptual understanding of number using Numicon manipulativesobjects that educators and children can move and interact with to represent mathematical ideas (including fingers, everyday objects, such as buttons or pine cones, and mathematical resources such as Numicon, Cuisenaire rods)..

The EEF’s evaluation found that:

• The programme increased educators’ confidence in teaching early maths, with childminders showing the greatest gains.
• Children with SEND (Special Educational Needs and Disabilities) and EAL (English as an Additional Language) engaged well with suitable adaptations, though further guidance was requested.
• Educators felt positive about putting the programme into action. They were able to implement Early Number with Numicon as planned by the programme designers.

TEEMUP

TEEMUP is a 16-month programme of professional development to support staff in Reception and Year 1 with developing children’s mathematical understanding and self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances..

The professional development, for two teachers per school, consists of 2 full days and 8 half days of face-to-face workshops. TEEMUP also includes mentoring and coaching throughout the programme, with a minimum of 3 school visits undertaken by mentors/​coaches.

The EEF’s evaluation found that:

• Pupils in TEEMUP schools made, on average, one additional month’s progress in maths by the end of Year 1 compared to other schools, with high security of evidence. Pupils eligible for free school meals made two additional months’ progress, though this finding is less secure due to smaller sample size.
• Teachers reported notable improvements in pupils’ self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and personal, social and emotional development (PSED), maths confidence, and classroom behaviour (though it is unclear if these were sustained long-term). The professional development was well received, boosting teachers’ confidence and practice. 
  
  
• The delivery of the programme was impacted by the Covid-19 pandemic and key elements of the training were adapted as a result. Competing commitments, made worse by the impact of the pandemic, limited the extent to which teachers could attend workshops and follow the requirements of the programme.

The building blocks of future success

It is essential for children to develop a sound understanding of mathematics when they are young. Yet not all children secure the learning they need to succeed. For example, in 2025, just 62% of disadvantaged children achieved the Early Learning Goals for Mathematics at the end of the Early Years Foundation Stage compared to 81% of their peers.

Supporting great maths teaching in the early years and key stage 1 is a priority for the EEF so that all children, regardless of their background, benefit. The EEF’s work to evaluate the impact of individual interventions is a key part of building a crucial evidence base, and will continue to be a focus for future evaluations.