Why do we need mathematics interventions?

25% of pupils in English primary schools did not achieve the expected standard in mathematics at the end of Key Stages 1 and 2 in 2017.  That’s an average of 9 pupils in every year group in every school who have fallen behind and could be helped by an Every Child Counts programme.

The Education Endowment Foundation’s Improving Mathematics in Key Stages 2 and 3 report recommends that schools should ‘use structured interventions to provide additional support’ when pupils need to catch up.   It states that, although ‘schools should focus on improvements to core classroom teaching that support all children in the class . . . some high-quality, structured intervention may still be required for some pupils to make progress.’ 

ECC interventions meet all of the report’s criteria for an effective intervention, including: