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About			News / What's New March 2011
Team/Contacts	Every Child Counts in Hertfordshire
	Schools Participating		Useful Web links

 News / What's New

Moving on from Every Child Counts - a proposal summary for Schools - March 2011

Edge Hill University wishes to continue and extend the early numeracy intervention initiatives that have been led by Every Child Counts (ECC) and based upon the Numbers Count intervention provided by the university since 2008. ECC has been extremely successful in enabling the lowest-achieving young children to make great progress at mathematics and in raising the standards of mathematics teaching and learning in primary schools.

Parents, schools and local authorities want this success to continue. They have based their plans upon two assumptions:

1. Specific national funding of ECC provision in schools and local authorities and at the university will cease in the near future; future provision must become self-funding.
2. Further developments are needed so that the Numbers Count and related interventions become more flexible and cost-effective, have a broader reach and continue to evolve in response to feedback, evaluation and research findings.

Download the proposal:

• Acrobat pdf, 113kb/8 pages, 05/04/2011, moving_on_from_ecc.pdf

About

During 2009/10 Hertfordshire has joined the highly successful Every Child Counts (ECC) programme, with the appointment of a Teacher Leader to undertake the MA in Early Maths Intervention, and to begin preparation for training 24 Numbers Count Teachers during 2010/11.

The programme has been developed in partnership led by the Every Child a Chance Trust, working with the DCSF (as was), Edge Hill University and the National Strategies, and is modelled on the success of the Every Child a Reader programme.

The main aim of ECC is to enable the lowest attaining children in Year 2 to make greater progress towards expected levels of attainment in mathematics, catching up with their peers and achieving Level 2+, and wherever possible 2B+, by the end of Key Stage 1.

The programme also involves supporting schools in adding value to their existing mathematics provision by providing high quality specialist training to an individual teacher who can also potentially impact on day to day teaching and teaching assistant support for mathematics throughout the school.

Now entering the second year of its two year development phase, the impact of the programme has been impressive.  At the end of their Key Stage 1 assessment, 73 per cent of children involved in ECC Numbers Count reached Level 2 or above and 31% Level 2b or above.  None of them had previously been predicted to reach Level 2.

Measured using a standardised test at entry to and exit from the programme, the average gain in Number Age was 13.5 months in just 20 hours of teaching spread over three months – over four times the ‘normal’ rate of progress.  Follow up three months and six months after the end of the one-to-one teaching shows that the children taught continued to make an above average rate of progress back in class. 

Schools have also reported changes in pupils’ literacy, self-esteem and attendance, and the programme is very effective in making a difference to vulnerable pupils – in 2008/9 41% of pupils taking part were entitled to Free School Meals, 53% had identified SEN, 33% were of BME heritage and 27% were learning EAL.

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Schools Participating

In the academic year 2010-11, 22 schools from across the county will be joining the programme.  Schools receive a financial contribution towards the cost of the additional, specialist teacher needed.

In each participating school, the Every Child Counts programme will:

• be led by a dedicated Numbers Count teacher, working for at least  0.5 of the week initially, rising to at least 0.6 after specialist training
• provide additional mathematics expertise to the school as a whole, with the Numbers Count Teacher able to support class teachers and teaching assistants in personalising learning
• be supported by a local authority Every Child Counts Teacher Leader
• involve around 12 Y2 children per year - four children at a time working one-to-one with the Numbers Count teacher for half an hour a day, every day for 12 weeks
• provide powerful evidence of impact on the standards achieved in the school by low attaining and vulnerable children

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Useful Web Links

• Every Child a Chance Trust
• Every Child a Chance Trust: Counts
• Edge Hill University: Every Child Counts

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