We recently caught up with Roxy White, Year 6 Teacher and Maths Teaching and Learning Lead at Cleobury Mortimer Primary School to hear how they have been using the Every Child Counts Success@Arithmetic programme. In our case study interview, Roxy shared the school’s journey, the impact on pupils and staff, and her advice for other schools considering the intervention.
About the school
Cleobury Mortimer Primary School is a thriving rural school in the small market town of Cleobury Mortimer, South Shropshire. The school has 234 children across ten classes, with 19% eligible for Pupil Premium funding. A current priority for the school is to support the bottom 20% of pupils in terms of attainment, ensuring that every child has the tools and confidence to succeed.
Why Every Child Counts?
To address this priority, Cleobury Mortimer Primary School chose to participate in the Every Child Counts (ECC) programme. They were drawn to ECC as a trusted, evidence-based intervention that streamlined the range of support strategies already in place.
The decision was also influenced by the experience of a teacher who had successfully used Success@Arithmetic in a previous school and knew first-hand the significant progress it could bring for pupils.
Implementation
In the first year (2023), two staff members were trained in both strands of the Success@Arithmetic programme: Number Sense and Calculation. Delivery began in Upper Key Stage 2. In the second year, provision was extended to Lower Key Stage 2. This year, the school is training additional staff to widen access to the programme.
Staff enthusiasm has grown as they have seen the results across the school, creating a real buzz of excitement and positivity around the intervention.
Reflecting on the rollout, Roxy, wrote:
“The highlights of the programme have been the huge closing of gaps – sometimes over two years. At first, our biggest challenge was ensuring enough staff were trained and that sessions were prioritised. With careful timetabling and realistic expectations of how many rounds we could run each year, we have managed to make it work.”
Impact on pupils
Children have made excellent progress, both academically and in terms of confidence:
- Many pupils have secured their fluency facts through engaging games, improved pattern-spotting skills, and valuable 1:3 adult support.
- Pupils report feeling more confident and engaged in their main maths lessons.
- Most children look forward to their Success@Arithmetic sessions and give consistently positive feedback.
On average, pupils make over two years’ progress in just 10 weeks. Teachers have seen children who began Year 6 working below expectations (WTS) achieve expected standards (EXS) in their SATs.
One standout story is of S, a quiet and hesitant mathematician. Roxy reflected:
“S began Success@Arithmetic sessions as a nervous learner who rarely contributed in lessons. Over time, she became animated, engaged, and even asked to stay in at breaktimes to practise her maths. She went on to achieve EXS in her SATs, making over two years’ progress in the intervention. Her confidence and enthusiasm were transformational – for her, her family, and her teachers.”
Impact on staff and the school
The intervention has also had a powerful effect on staff development and teaching practice:
- Staff enjoy delivering the sessions and value the clear evidence of impact.
- Teachers use strategies and prompts from the sessions to strengthen whole-class teaching.
- The programme has improved subject knowledge and pedagogy for all involved.
- The school now takes a “less is more” approach to interventions, ensuring a consistent, evidence-based delivery with fidelity across the school.
Advice to other schools
When asked what advice they would give to other schools considering Every Child Counts, Roxy shared:
“Give it a go – the results speak for themselves. With three cycles a year (UKS2: two Year 6 rounds, one Year 5; LKS2: two Year 4 rounds, one Year 3), we have been able to move a significant number of pupils from WTS to EXS.”
The Every Child Counts Success@Arithmetic programme has transformed maths support at Cleobury Mortimer Primary School. It has closed gaps, boosted confidence, and created a culture where pupils feel excited about maths. Roxy concluded:
“There is a great buzz around the intervention – children are happy to be invited to take part, and staff feel proud of the impact they are making.”
