In this case study, Karen Alston-Hewitt, Inclusion Manager at Stramongate School in Kendal, shares how the school has embraced the Every Child Counts programme to support pupils at risk of falling behind in mathematics. She reflects on the school’s journey, from introducing the initiative and engaging staff and families, to seeing the positive impact on pupils’ confidence, progress, and overall enjoyment of learning.
About Stramongate School
Stramongate School is a one-form entry primary located in a diverse urban community in the North West of England. The school currently has around 210 pupils on roll, with a significant proportion eligible for Pupil Premium and a growing number of pupils with English as an Additional Language.
The school’s key priorities are ensuring that every child makes sustained progress from their individual starting points and that no child is left behind. Particular focus is placed on early intervention, closing attainment gaps in literacy and numeracy, and supporting pupils’ emotional wellbeing and resilience.
Getting Started with Every Child Counts
Stramongate decided to take part in the Every Child Counts (ECC) programme to provide targeted, high-quality support for children at risk of falling behind in mathematics. The school was drawn to the research-based approach and its strong track record of impact on progress.
Staff engaged with 1ˢᵗClass@Number, and in addition, accessed ECC training, which proved invaluable in deepening subject knowledge and intervention delivery skills. The programme was introduced to the whole school through INSET, where staff were informed about its aims and evidence base. Parents were engaged through newsletters, workshops, and individual meetings where applicable. Pupils were introduced in a positive, encouraging way, helping them feel excited and proud to be selected for the intervention.
Impact on Pupils
Since starting the programme, Stramongate has seen a marked improvement in pupils’ confidence and enthusiasm for maths. Many ECC pupils now approach lessons with a “can-do” attitude and are more willing to take risks in their learning.
One pupil, who had previously disengaged and expressed anxiety around maths, made over 15 months’ progress in a 4-month period through Numbers Count.
Beyond academic improvement, their increased self-belief has been evident in class participation and social interactions. Pupils have responded very positively, forming strong relationships with intervention staff and taking pride in their progress. Several children have shared how much they enjoy the sessions and feel more confident back in the classroom.
Impact on Staff and the School
The ECC programme has had a significant impact on teaching practice. Staff now use more diagnostic and formative assessment tools to identify learning gaps earlier, and intervention sessions are structured, purposeful, and more closely aligned with classroom teaching. Professional development has been strengthened, particularly for teaching assistants delivering interventions, who now feel empowered, skilled, and confident in their roles.
ECC has helped the school develop a more strategic and inclusive approach to intervention—moving from a reactive model to a proactive, evidence-based one that identifies need early and delivers structured support to close gaps.
Wider Benefits
Parents and families have responded positively to ECC. Feedback has included increased confidence in supporting maths at home, with many parents noting their children’s enthusiasm to talk about learning and “teach” family members.
The programme has contributed meaningfully to school development priorities around raising attainment in core subjects and improving outcomes for vulnerable groups. It has supported the school’s vision of equity in education by ensuring that every child has access to the tools and support they need to thrive.
Reflections and Advice
One of the key highlights has been witnessing the tangible growth in pupils’ confidence and skills in mathematics. Professional development opportunities have strengthened the school’s capacity to support pupils effectively and sustainably, while collaboration with ECC coordinators has been a real asset.
Initial challenges included scheduling intervention sessions and ensuring all staff were confident delivering the programme with fidelity. These were overcome through careful planning, timetable adaptations, and ongoing training. Engagement from parents improved as they saw the positive impact on their children.
Stramongate’s advice to other schools is to embrace the programme with commitment and patience—investing in staff training, maintaining clear communication with parents, and celebrating small successes along the way.
“Every Child Counts has transformed how we support pupils struggling with maths. The interventions are targeted, engaging, and we’ve seen real progress in children’s confidence and skills.”
SENCO
“I used to find maths really hard, but now I feel like a maths wizard! The sessions are fun, and I’m getting better every day.”
Year 3 pupil
