The Improving Working Memory + Arithmetic intervention is designed to improve the working memory and numeracy skills children who show low attainment in arithmetic at the end of Key Stage 1. The intervention involves two types of activities: (1) teaching assistant-led activities, during which scaffolding of key strategies takes place, and (2) web-based games, which the child plays independently.
It is delivered in one-hour sessions, which take place in addition to dedicated numeracy lesson time. Teaching assistants work with two pupils over the course of an hour. The teaching assistant works directly with one child for half an hour while a second child plays targeted computer games in the same room. After half an hour the children switch activities.
A previous EEF-funded efficacy trial of the approach showed that the intervention had a positive impact on maths outcomes, with children in the intervention schools making the equivalent of three additional months’ progress in maths. Considering the positive results, it was decided to test the programme in a larger number of schools through an effectiveness trial and assess the impact on pupils eligible for Free Schools Meal (FSM). This effectiveness trial will test a more scalable version of the intervention, which includes a revised ‘train the trainer model’, assessing its potential for further roll out.
Children in Improving Working Memory plus Arithmetic schools made no additional progress in number skills, on average, compared to children in other schools. This result has a moderate to high security rating, 3 out of 5 on the EEF padlock scale. However, children in Improving Working Memory plus Arithmetic schools did make small improvements in working memory and in attention and behaviour, on average, compared to children in control schools.
This trial was the first time that the delivery team had used the train-the-trainer model at scale. Interviews and observations suggest that a few areas of confusion were not completely addressed, and training observations found that this lack of clarity was sometimes passed on to teachers. However, teaching assistants and teachers considered the training to be high quality, and teaching assistants felt that it prepared them well to deliver the intervention. Observations found that teaching assistants generally delivered sessions well in schools.
Schools reported a significant level of disruption as a result of COVID-19, which led to increased staff and pupil absence, which in turn affected the scheduling of sessions. Disruptions due to COVID-19, and perhaps a lack of specificity in the initial training, could have led to differences in results between the efficacy and effectiveness trial.
The EEF has no plans for further trials of Improving Working Memory + Arithmetic at this stage.