Education Endowment Foundation:Catch Up Numeracy (re-grant)

Catch Up Numeracy (re-grant)

Catch Up
Implementation cost
Evidence strength
Impact (months)
Independent Evaluator
University of Nottingham
One-to-one tailored support delivered by teaching assistants for Key Stage 2 pupils struggling with numeracy
Pupils: 1811 Schools: 142 Grant: £560,000
Key Stage: 1 Duration: 1 year(s) 8 month(s) Type of Trial: Effectiveness Trial
Completed Jul 2017

This page covers the second (effectiveness) trial of Catch Up® Numeracy, testing a scalable model under everyday conditions in a large number of schools. To read about the first (efficacy) trial – testing whether it could work in schools under best possible conditions – click here.

Catch Up® Numeracy is a one to one intervention for learners who are struggling with numeracy. It is delivered by Teaching Assistants and consists of two 15-minute sessions per week

There is evidence that Teaching Assistants are more likely to have a positive impact when delivering structured interventions than as general classroom support. The EEF funded Catch Up® Numeracy because it is a structured intervention that has some evidence of promise from previous evaluations.

The first trial was designed to find out if the programme worked in developer led conditions and found that pupils receiving the intervention made additional progress in comparison to pupils receiving standard provision. The study also found a positive impact for providing pupils with the same amount of structured one to one support without using the specific Catch Up® Numeracy materials. This suggested that it was the additional one to one support, rather than Catch Up® Numeracy itself, which led to improved outcomes

The EEF funded a second evaluation which compared two ways of supporting large numbers of schools to deliver structured one-to-one TA support. It compared pupils receiving Catch Up® Numeracy with pupils receiving equivalent TA support based on best practice guidance in the EEF’s guidance report on TA deployment. The study provides no evidence that Catch Up® Numeracy had an impact on pupils’ maths outcomes compared to the alternative. Catch Up® Numeracy pupils ever eligible for free school meals made 2 months’ less progress than similar pupils receiving other TA provision.

Schools may choose to implement their own structured TA intervention, which is likely to have a similar impact for all pupils, and might be more suitable for those eligible for free school meals. The EEF has no plans for another trial of Catch Up® Numeracy and the programme will be removed from our Promising Project list

Teaching assistants reported that they valued the Catch Up® Numeracy training. However, there was no evidence that Catch Up® Numeracy changed the attitudes of teaching assistants to maths and maths teaching.

Delivered byTAs
Participant groupIndividuals
Intervention length1
Intervention length1.5