Children’s mathematics ability
Conditions
Interventions
White Rose’s Reception Jigsaw is a professional development training package that aims to improve maths teaching quality and outcomes in Reception classes. The Reception Jigsaw is a training package d
creating a mathematical classroom
mathematical talk and questioning
reasoning and problem-solving in the early years
and exploring pattern and shape.
At the end of the summer term 2021, schools will be asked to provide a list of all children who will be starting in Reception in September 2021 along with the names an
Sponsors
National Foundation for Educational Research
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Primary schools situated within a 75-mile radius of Halifax, and schools in Essex or those close to the Essex border in Outer London 2. Those that have not previously had more than two sessions of WRM Primary Jigsaw training or any sessions of Reception Jigsaw training 3. Schools who are not participating in any other EEF early years trials in 2021/22 4. Schools with stand-alone Reception classes (i.e. not mixed reception/year 1) 5. Schools may participate in this trial and the DFE EY professional development scheme so long as the reception teachers in the school do not take part in the maths module of the scheme 6. All pupils in the cohort will receive the intervention, but only 20 will be tested
Exclusion criteria
Exclusion criteria: 1. Schools geographically outside of the target areas 2. Special schools, pupil referral units 3. Schools who have not signed MoU and provided data
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Maths attainment measured using PUMA on Reception children in June/July 2022 with a possible follow up at the end of Year 1 | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Reception pupils’ Early Years Foundation Stage Profile (EYFSP) maths results, using data from the NPD linked via UPN obtained at the outset from schools at the end of the reception year 2. The impact of the intervention on practitioners’ confidence to teach maths in the reception year, assessed using a pre-survey (Sept/Oct 2021) and post-survey (June/July 2022) of teachers, teaching assistants and the school maths coordinator | — |
Countries
England, United Kingdom
Contacts
Public ContactSarah Tang
Outcome results
None listed