TEEMUP was adapted from an approach which was delivered and evaluated in Australia, where it showed promise in improving pupils’ mathematical understanding and their socio-emotional development. This evaluation explored whether the programme would be effective in an English context, whether placing a stronger emphasis on mathematics within the training could further boost numeracy, and how it might help address the evidence gap on effective ways to support children and staff during the transition from the Early Years Foundation Stage to Key Stage 1.

The project and its evaluation were affected by the 2020 and 2021 partial school closures caused by the Covid-19 pandemic. Key elements of the training were adapted, and teachers’ competing commitments limited their ability to attend workshops and fully engage with the programme.

With these caveats in mind, children whose teachers took part in the TEEMUP programme made, on average, one month’s additional progress in early maths compared with children whose teachers did not take part in the programme. This finding has a high security rating. Children eligible for Free School Meals made the equivalent of two month’s additional progress, although this finding is less secure due to the smaller sample size. There were also signs that stronger fidelity to the programme led to better outcomes, but these findings carry some level of uncertainty.

Teachers also reported noticeable 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), although it is unclear whether these were sustained in the longer term.

The EEF is considering a further evaluation of TEEMUP.

• 93 schools were involved in this trial
• 2,567 pupils were involved in this trial
• The trial was open to state-funded primary and infant schools, primarily located in the East of England and bordering local authorities, as they had to attend face-to-face sessions in Peterborough, Norwich, Newmarket/​Bury St Edmunds, Milton Keynes, Oxford or Barnet.
• 19.4% of children in the trial were eligible for Free School Meals, compared to a national average of 25.5% at the time the trial started.

• Participants took part in two full days of face-to-face training followed by seven afternoon sessions that occurred at fortnightly intervals during the first year of the project.
• An online learning platform accessible throughout the project, including the materials used at training, suggested resources and ways of using them, examples of approaches to engage parents and a discussion forum.
• Bespoke coaching and mentoring occur regularly throughout the latter part of the project, at least at 3 points for half a day, tailored to suit the needs of the school, with at least one further face-to-face group workshop.