We caught up with Marine Park First School to see how they have developed their approach to supporting mathematical understanding and pupil progress through their long-term involvement with Every Child Counts.
School Context
Marine Park First School is the largest First School in North Tyneside and, including Nursery, can accommodate up to 520 children. From Reception to Year 4, the school has three parallel mixed-ability classes per year group. Children are taught in chronological age groups for most of the time, and teachers use a mixture of whole-class, group, and individual teaching. The school aims to provide a broad and balanced curriculum that aligns with the National Curriculum while being responsive to each child’s needs.
Getting started with Every Child Counts
The school teaches the Becoming 1ˢᵗClass@Number programme and has staff trained in 1ˢᵗClass@Number for Years 2, 3, and 4. These skills are woven into daily practice and, where possible, embedded into general classroom support across Key Stage 2.
The school also uses the Numbers Count interventions. At the start of Year 2, the school assesses children working below age-related expectations in maths and prioritises Pupil Premium pupils for intervention where appropriate. Parents are informed by the class teacher and asked to sign a permission letter. During the intervention, parents and carers are invited into school to observe a 15-minute session and discuss progress with the Numbers Count teacher, helping them see first-hand how the approach supports their child.
Impact on pupils
Class teachers report that pupils show increased confidence and engagement in lessons, enabling them to celebrate success, build trust, and deepen their understanding. Even when academic gains are modest, the Numbers Count approach has helped staff identify needs such as dyslexia, maths-related dyslexia, and dyscalculic traits at an earlier stage.
Pupils consistently show stronger connections in their learning and a clearer sense of involvement. Many children make strong progress, often equivalent to 12 to 24 months. In 2024 to 25, 14 pupils completed the Numbers Count intervention. All began significantly below age-related expectations, with one pupil 21 months behind and holding a standardised score of 73. All pupils began with a standardised score below 100. By the end of the intervention all 14 had made progress, often substantial, and all but one narrowed the gap between their maths age and chronological age or standard score. Five pupils achieved a standardised score above 100.
Pupils typically engage very well, becoming more confident in talking about maths, choosing and using apparatus, and being willing to give things a go. Sessions often begin by counting the stairs in ones, twos or tens, a habit many pupils continue enthusiastically throughout the day. Parents say they enjoy the games sent home, and children often ask for extra maths challenges during car journeys or at home.
Impact on staff and the school
Both the Numbers Count Teacher and the Becoming 1ˢᵗClass@Number Teaching Assistant (TA) have supported training to other TAs. Year 1 colleagues were trained to use the Sandwell Screening Test, and Year 1 TAs collaborated to create quick, adaptable games for short daily interventions. Staff felt this strengthened mathematical language and supported pupils in building vital connections.
The school has also benefitted from whole-school TA training on using manipulatives, followed by a session led by Every Child Counts Trainer, Donna Varney, focusing on manipulatives and using stories. Staff responses have been consistently positive.
Numbers Count has shaped teaching practice across the school. Staff now focus closely on observing and listening to children’s language to assess understanding. Pupils are encouraged to verbalise their thinking, choose appropriate apparatus, and at times teach one another or a puppet character. This helps them build confidence and ownership. The programme also provides the time needed for detailed diagnostic work, supporting learning through small steps that build solid understanding.
“I strongly recommend Numbers Count training. Although only one teacher trains formally, the whole school benefits, through shared strategies, improved CPD, contributions to meetings, and the introduction of researched-based approaches.
Becoming a Numbers Count teacher has been hugely beneficial to me. It has deepened my understanding of misconceptions, language barriers, and traits associated with dyslexia and dyscalculia. This knowledge allows me to support teachers, TAs, and our SENDCo with advice and next steps for individual pupils.”
Fiona Robertson, Numbers Count Teacher
Wider benefits
Parents and families are key partners in the Numbers Count approach. Observing sessions gives them a clear insight into their child’s challenges and allows them to see strategies that support progress. Small tasks are sent home regularly, often encouraging pupils to teach a game to siblings, parents or grandparents. To ensure equity, the school provides all necessary materials, including counters and dice, and loans manipulatives such as Numicon with short activity ideas.
Since starting Numbers Count in 2014, between 7 and 14 children have benefited each year, with this year on course for 15 to 16 pupils, totalling around 130 children so far. Numbers Count is a valued part of the Maths and Pupil Premium offer in Year 2 and is regularly observed during Governor Visits for Maths and SEND. Governor Maths Visits in June 2024 reported that children typically make 12 to 20 months’ progress, with intervention focusing on foundational skills such as place value, number sense, doubling, halving, adding on 10, and taking away 10. In autumn 2025, the School Development Partner reported that interventions such as Numbers Count, funded by the pupil premium budget, have had a positive impact on attainment, bringing most learners in line with age-related expectations.
Challenges and value
Staff value the thorough and knowledgeable training received in their first year, as well as the annual, research-informed CPD. Learning from others, whether online or in person, has been invaluable in developing practice. Bespoke sessions on metacognition, manipulatives such as Cuisenaire rods, and the use of stories or diagrams have enriched classroom approaches.
Teaching pupils in pairs provides time to explore understanding through language, questioning and practical exploration. This focused approach allows children who may have been anxious or disillusioned with maths to re-engage, articulate their thinking, and in many cases take real ownership of their learning.
Pairing children can be challenging, but guidance on grouping has been helpful, supported by session ideas and handbooks. Numbers Count training is strongly recommended. Although only one teacher trains formally, the whole school benefits through shared strategies, improved CPD, contributions to meetings, and the introduction of research-based approaches. Becoming a Numbers Count teacher has deepened understanding of misconceptions, language barriers and traits associated with dyslexia and dyscalculia, helping staff and the SENDCo identify next steps for individual pupils.
What next?
To find out more about Every Child Counts, visit the ECC website or get in touch with the team for further information.
