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St Martins

           The Success of Numbers Count at St Martin’s CE School.

Background
I started training as a Numbers Count teacher in 2011.  I was very fortunate to have the full support of the Head teacher, the Maths Coordinator/Deputy head and Year 2 teacher and gained my accreditation in 2012. Our school is now a Numbers Count school and we proudly display the plaque!

Numbers Count Children
Four children were selected from Year 2 in consultation with the Year group teachers and Teaching assistants, as part of the transition meeting at the beginning of term. We looked at Mapping Attainment and the individual needs of each child and decided that these children would benefit from this type of maths intervention. And they did!

 
Individual Successes
Child A was summer born, female and SEN status School Action.
She completed 78 1-to-1 lessons. Her previous Teacher assessment was 1C. She exited as 1A, having made a gain of 15 months progress in number age, and 3 months later scored 2C on the Sandwell test. This was maintained upon testing 6 months later and she achieved level 2C at the end of Key Stage 1.
Her enthusiasm and positive ‘have a go’ attitude during Numbers Count sessions and the support and involvement of her Mum undoubtedly contributed to her achievement.
Her teacher says she can see the difference as the child will often say she learnt that in Numbers Count.

What Child A says, ‘I put my hand up and say I know how to do that now.’
 

Child B, a girl on School action SEN status, was born in the summer.
Her estimated level was P8 and her 3 month exit score was 1A, with a 16 month gain in number age. 3 months later she was 1B and achieved 2C at the end of KS1.
The support of this child’s Mum of the intervention helped to boost her success. She came in to watch her daughter several times at the start and end of the programme. She said she could see the difference in her ability at the end. 

Child C completed 41 lessons and was assessed as 1C on Sandwell. On exit she had made a number age gain of 19 months and succeeded in scoring 2C 3 months later and again 6 months later. She achieved 2B at the end of KS1.  The most striking thing about her achievement was in her changed attitude to Numeracy, from a child who would often become tearful in class lessons to a girl who had the most positive score in the Numbers Count attitude survey.
What child C says, ‘You taught me about maths being fun!’

Child D a boy on School Action Plus also had attendance issues which improved as a Numbers Count pupil. He completed the course and had 46 lessons in total. He made 15 months progress from 1C to a 2C at 3 and 6 months Sandwell testing. At the end of KS1 he was a 2B.
His teacher reports that he is more confident to contribute ideas in class and more independent as a learner.
He loved the practical nature of Numbers Count and says he learned ‘ I can count up to anything now.’

Conclusion
The results speak for themselves; success can be attributed to excellent training, careful selection of children for Numbers Count, parental involvement, support from Senior Management and class teacher and positivity from myself and the children.
 


 
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