This project and its evaluation were affected by the 2020 and 2021 partial school closures caused by the Covid-19 pandemic. Implementation will start in the 2021/22 school year.
‘Reception Jigsaw’ is a professional development training package that aims to improve maths teaching quality and children’s maths learning in Reception classes
The Reception Jigsaw is a year-long CPD programme delivered in primary schools to Reception and Year 1 staff. It consists of five, two-hour CPD sessions delivered in schools and includes five half-day coaching visits to support Reception teachers in implementing change in their own settings.
These sessions are: (1) Developing Early Number Sense, (2) Creating a Mathematical Classroom, (3) Mathematical Talk and Questioning, (4) Reasoning and Problem Solving in the Early Years, and (5) Exploring Pattern and Shape.
This project is co-funded by the EEF and the Department for Education as part of our Early Years professional development funding round.
Maths CPD was identified as a priority in this round, as it is an area in which less evidence has been generated to date. Research suggests that high-quality numeracy education in the early years can have long-lasting effects which may help close the gap in achievement throughout life.
The programme developer, White Rose Maths (WRM), was founded by Trinity Multi-Academy Trust, based in West Yorkshire. WRM’s resources are widely used by primary schools across England, and this programme follows a similar format to their ‘Primary Jigsaw’ CPD training which has been delivered at scale in primary schools
The programme will be evaluated by a team from the National Foundation of Educational Research (NFER) using a randomised controlled trial. This will be an efficacy trial, meaning that the programme will be tested with the programme developer closely involved
The project aims to recruit 110 primary schools which will be randomised to either be in the intervention group or the control group. The primary outcome will measure maths attainment of Reception children after one year of the intervention; in addition, the evaluation will measure the impact on practitioners’ confidence. The evaluation will also include an implementation and process evaluation.
The evaluation report will be published in Spring 2023.