New research shows early maths intervention gives children sustained progress
New analysis reveals that children who have participated in an early years maths programme gain from sustained progress in both maths and language development by the end of reception class.
This progress is likely to be more marked for those from disadvantaged backgrounds.
The Education Endowment Foundation (EEF) has released its findings today which suggest that the initial progress children on the Maths Champions programme made have longer-lasting effects, extending at least until the end of their school reception year.
Maths Champions is a professional development programme delivered by National Day Nurseries Association (NDNA) aimed at increasing early years practitioner skills, knowledge, awareness and confidence in supporting early mathematics.
A team from the University of York and Durham University looked at Early Years Foundation Stage Profile (EYFSP) assessment data from the National Pupil Database (NPD), to find out if the programme had an impact on children’s development at the end of reception. This was a year after they had participated in the programme in their nursery.
The findings revealed that children who had attended settings with a Maths Champion showed their maths and language development was, on average, two months ahead of their peers who had not been part of the programme. This demonstrated that the three months of additional progress at the end of the programme was largely sustained to the end of reception.
At the same time, children from disadvantaged backgrounds, measured by eligibility for the Early Years Pupil Premium (EYPP), were shown to maintain the full six months of additional progress compared with their peers at the end of reception. This measure is less statistically reliable due to the small sample size.
Purnima Tanuku OBE, Chief Executive of National Day Nurseries Association (NDNA), said: “This follow-up analysis shows that the fantastic impact Maths Champions has on children’s progress is maintained as they continue into Reception and primary school. We are delighted to see the evidence of this sustained improvement in maths and language.
“The potential impact on children from disadvantaged backgrounds could be even greater and that could see us making significant progress in closing the attainment gap. If we get this right in the early years it will make a difference to children throughout their education and improve their life chances.
“The new Government is committed to improving maths teaching and increasing the numbers of children hitting the early learning goals. The research is clear; improving practitioners’ skills and confidence in their maths practice through Maths Champions really makes a difference. This programme delivers high-impact and represents good value for money, the new addendum to the report clearly demonstrates that this can be sustained.”
Maths Champions is good value intervention, costing around £28 per child per year.
Participating nurseries nominate a Maths Champion and a Deputy Maths Champion who lead the programme; supporting, inspiring and motivating staff within their setting. A nine-step programme is accessible across 12 months including one-to-one support sessions from NDNA, bespoke online training courses, coaching, an observational assessment tool and play-based activities.
Maths Champions is currently being delivered to more than 605 settings across England through different national fully funded programmes.
Stella Ziolkowski, NDNA’s Director of Training and Quality who oversees the programme said: “This latest research continues to build up the picture of the benefits of Maths Champions for children’s outcomes.
“The new Education Secretary Bridget Phillipson announced Labour’s priority to improve maths attainment in early years and our Maths Champions programme is the solution to that.
“Children are not born with maths anxiety, they learn this from adults surrounding them. Evaluation of the Maths Champions programme provides evidence to show increased confidence levels of all staff in participating settings in providing high quality educational experiences for children within their everyday routine. Since we rolled this programme out across the country six years ago, that confidence has continue to increase. This has such a positive impact on children’s learning and engagement with maths in particular.”
- England
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