Education Endowment Foundation:Counting Collections – trial

Counting Collections – trial

University of Nottingham
Implementation costThe cost estimates in the Toolkits are based on the average cost of delivering the intervention.
Evidence strengthThis rating provides an overall estimate of the robustness of the evidence, to help support professional decision-making in schools.
Impact (months)The impact measure shows the number of additional months of progress made, on average, by children and young people who received the intervention, compared to similar children and young people who did not.
+1
months
Project info

Independent Evaluator

Sheffield Hallam University logo
Sheffield Hallam University

A trial to test whether and to what extent Counting Collections (a structured early numeracy approach) has an impact on Reception pupils’ attainment in number in mathematics.

Pupils: 3600 Schools: 176 Grant: £495,947
Key Stage: 1 Duration: 2 year(s) 7 month(s) Type of Trial: Efficacy level evidence
Completed August 2025

Counting Collections is a hands-on early numeracy programme for Reception pupils that aims to supports counting, subitising, comparing, and composing numbers. Pupils work in pairs and use containers of objects to count and record quantities through a structured four-part routine: choose, strategise, count, and record. The programme includes a dedicated ​“counting library” in the classroom and is delivered in weekly 30-minute sessions over 20 weeks. The Counting Collections programme was developed by a team led by Dr. Catherine Gripton, Principal Investigator and Professor in the School of Education at the University of Nottingham.

Outcome/​Group
ImpactThe size of the difference between pupils in this trial and other pupils
SecurityHow confident are we in this result?
SENT-R (numeracy) all pupils
+1
Months' progress
(Effect size 0.08)
SENT-R (numeracy) FSM pupils
0
Months' progress
(Effect size 0.03)
N/A

EEF summary

Project type: Efficacy level evidenceKey Stage: Key Stage 1Subject: Maths

Early number sense is a strong predictor of later mathematics achievement, yet children from socio-economically disadvantaged backgrounds often start school with lower attainment in this area. Counting Collections builds on evidence that structured, engaging and developmentally appropriate number activities can help close early gaps in numeracy. A small-scale pilot suggested positive impacts on teacher knowledge and pupil engagement, warranting a larger trial.

The trial found that pupils in Counting Collections schools made the equivalent of one additional month’s progress in number attainment compared to control schools. This result has a moderate to high security rating of 3 out of 5 padlocks. Among pupils eligible for Free School Meals (FSM), there was no additional progress observed, with greater uncertainty due to the smaller sample size.

Teachers who delivered the programme reported increased confidence in teaching early number concepts and observed improvements in pupils’ mathematical thinking, collaboration, and engagement. The programme was well-received and integrated smoothly into existing classroom practice. However, some teachers found it challenging to support lower-attaining pupils through the four-part routine without additional adult support.

The delivery team are considering further development of Counting Collections, particularly to explore additional support for teaching assistants and the potential for earlier implementation in nursery settings.

Were the schools in the trial similar to my school?

Project type: Efficacy level evidenceKey Stage: Key Stage 1Subject: Maths
  • 180 schools participated in the trial.
  • Schools were located in the North East, South West, East Midlands, and South Yorkshire.
  • 69% of schools were in Education Investment Areas (EIAs).
  • Schools had a higher-than-average proportion of disadvantaged pupils (29% vs national average of 23% at the time of the trial).
  • Schools were broadly representative in terms of Ofsted ratings and size.

Could I implement this in my school?

Delivered by: Teachers & Teaching AssistantsParticipant group: Whole ClassIntervention length: 20 week(s)
  • Teachers deliver one 30-minute whole-class session weekly for 20 weeks with schools receiving a Counting Library containing 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). and tools.
  • One teacher per school attends five CPD sessions (one full day in-person, four half days online) with additional support provided via an online learning platform hosting resources and peer discussion.
  • 91% of intervention schools met all delivery criteria which demonstrates high compliance.
  • Some teachers reported needing TA support to assist in the whole-class sessions.

How much will it cost?

Cost per pupil: 11.47No. of teachers/TAs: 1Staff training duration: 3 days

The average cost of Counting Collections for one school was around £688.12, or £11.47 per pupil per year when averaged over 3 years for a class of 20 pupils.

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