[email protected]: Building confidence, enthusiasm and independence in number and early calculation

Provider: Every Child Counts
£990.00 (no VAT on this item) approx price for one TA and a link teacher, with resources
£570.00 (no VAT on this item) approx price for a second TA with resources
Accreditation opportunities: Schools can become accredited ECC schools

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Description This course trains teaching assistants to deliver the hugely successful [email protected] intervention to small groups of children in Years 2 to 7 who need a helping hand with mathematics. High-quality training enables them to deliver the intervention effectively and to strengthen their support for mathematics across the school. Over 4,000 teaching assistants have already been trained and have supported children to make 13 months of progress in less than 3 months.
Duration 6 half days across a term

Every Child Counts's website

Categories Teaching and Learning, Mathematics / Numeracy, KS1, KS2, Support Staff, Learning Support, Pupil Support, Inclusion, Personalised Learning, SEND, Subject Knowledge, Out of school, Feedback, Meta-cognition and Self-regulation, Small Group Tuition, Teaching Assistants, Use of Pupil Premium, Identifies activities where TAs can support learning, rather than managing tasks, Provides support and training for teachers and TAs on how to work collaboratively , Ensures that teachers do not reduce their support or input to the pupils supported by TAs , Evaluates the impact of different strategies for deploying TAs, Provides approaches to assess pupils’ needs accurately and provide work at a challenging level with effective feedback and support, Provides approaches for specific, accurate and clear feedback , Provides approaches for comparing what a learner is doing right now and wrong before , Provides approaches for a balance between support and challenge, Supports effective professional development for teachers, Provides teaching approaches which encourage learners to plan, monitor and evaluate their learning with careful implementation, Provides approaches to teach pupils explicit strategies to plan, to monitor and to evaluate their learning with and without support, Provides teaching approaches which encourage pupil engagement in planning and best approaches to tasks, Evaluation of process , Help schools find best way to spend Pupil Premium
Learning outcomes for participants/users and, where relevant, pupils or students

1st[email protected] enables Teaching Assistants to make a real difference for children who have fallen behind in mathematics

This course trains teaching assistants to deliver the 1st[email protected] intervention.

1st[email protected] is an innovative and highly effective numeracy intervention, delivered by a specially trained teaching assistant to small groups of children who need a helping hand to keep up with their peers.

It is an Every Child Counts programme, developed by Edge Hill University.  High-quality training enables teaching assistants to deliver it effectively and to strengthen their support for mathematics across the school.

There are three versions of the intervention, each with its own course:

Becoming 1st[email protected] is for children mainly in Year 1 who need support to secure the Early Learning Goal for Number.

1st[email protected] is for children mainly in Year 2 who need support around the level of the Year 1 National Curriculum

1st[email protected] 2 is for children mainly in Years 3-4 who need support around the level of the Year 2 National Curriculum

How it works

A teaching assistant delivers 24-30 half-hour lessons to a group of up to 4 children.  The lessons focus on number and calculation, developing children’s numeracy and communication skills whilst developing their mathematical thinking.  Stimulating, enjoyable games and activities engage the children and build their confidence.

It all comes ‘ready-made’ with detailed plans and extensive resources.  For added flexibility, each unit of 6 lessons starts with a familiarisation activity that helps the teaching assistant to tailor the lessons to the children’s needs.

 “This is the best programme we have ever had for teaching assistants. It was not only effective but children gained an enthusiasm for their maths work.”
Niki di Palma, Deputy Head Teacher, Redlands PS, Tower Hamlets

Evidence underpinning this approach

1st[email protected] is based on research into effective mathematics intervention. 

  • Over 55,000 children in Years 1 to 11 have been supported by 1st[email protected] in 4,000 schools.

  • They made an average Number Age gain of 13 months on a standardised test after only 4 months of support.  This was over 3 times the expected rate of progress.

  • Class teachers said that 93% of pupils showed more confidence and interest in mathematics lessons after 1st[email protected]

“Going to 1st[email protected] was like when I got my glasses.  Now I can see how maths works, just like everyone else.”

“Greg’s confidence has gone through the roof – no challenge is beyond him and he will have a go at anything now.”
Class Teacher

In an independent survey of the Head Teachers of Every Child Counts schools:

  • 90% rated it as ‘highly valuable’
  • 74% said they were ‘extremely likely’ to recommend ECC to another school
  • 89% identified significant impact on standards across the school

Ofsted (Mathematics Made to Measure, 2012) said:
“Where programmes such as Every Child Counts . . . were used effectively, pupils overcame their misconceptions and the school used information about its pupils’ misconceptions to adapt teaching for subsequent cohorts.”

How users/participants can evaluate success

The immediate impact is seen in the progress of children who take part in 1st[email protected] 1st[email protected] link teachers are trained to use a standardised test to assess children’s mathematics achievement on entry to and exit from the intervention. They use an online data system to record information about children’s participation and progress. Each school receives a termly report with detailed analyses of children’s progress and national comparisons against which they can benchmark their school’s outcomes.

Schools can expect to see big changes in teaching assistants' subject knowledge, confidence and ability to support pupils' mathematics in all aspects of their work beyond the intervention.

“The professional development, ethos and values imparted by Every Child Counts have had such a big impact on the teaching assistant that we have changed the way we use support staff. Teaching assistants are now organised into subject specialist teams for mathematics and literacy… and they find it rewarding to have such a strong focus to their role.  It has also helped me to ensure that appropriate provision is targeted where it is most needed.  This supports the school in its aim of raising attainment for all our children.’’

Schools can also expect to see improvements in link teachers' management of interventions.

Follow-up activities and support

The initial 1st[email protected] training course consists of 6 half days in about one term.  Teaching assistants begin to teach children immediately after the first day and every subsequent training day includes discussion of their experiences and the children’s learning.


“Many head teachers took an interest in the training and reported that it was the best they had ever seen.”
Independent Evaluation of ECC, DfE 2011

Local group training for new teaching assistants is delivered by an ECC Trainer accredited by Edge Hill University.  Separate courses for each version of 1st[email protected] include:

  • 7 half days for a teaching assistant or teacher
    • how the intervention works
    • delivering it to children who struggle with mathematics
    • making the intervention sessions ‘come alive’ for children
    • developing the TA’s own understanding of mathematics
    • liaison with the children’s class teacher
  • a school Link Teacher attends for 2 half days, focusing on
    • managing and evaluating 1st[email protected]
    • sharing the lessons learned from it with colleagues
  • detailed handbook guidance
  • an extensive, ready-made resource pack to help teaching assistants get started

Schools also receive a one-year support package that includes:

  • online guidance and downloadable resources
  • telephone and e-mail support
  • access to the ECC online data system, providing detailed analyses of children’s progress to help schools to evaluate and demonstrate the impact of 1st[email protected]
  • an optional visit to the school by the Trainer to support the delivery, management and evaluation of 1st[email protected]
  • opportunities for Every Child Counts accreditation

Trained teaching assistants can receive ongoing support including:

  • 3 half days of local CPD to enhance their knowledge and skills
  • access to the ECC online resources and data system

Training and support for all ECC programmes are available from local ECC Providers accredited by Edge Hill University and from the University itself.

This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.