How Mastering Number supports EAL and disadvantaged pupils

With 94% of pupils speaking English as an additional language, we find out how Mastering Number is helping EAL pupils at Holy Trinity C of E Primary School in Bury, Lancashire, to develop mathematical understanding and early language skills from the start.

The school context

Holy Trinity C of E Primary School, part of the Sycamore Church of England Trust, is a diverse and vibrant school on the outskirts of Manchester, with around 230 pupils on roll. 94% speak English as an additional language (EAL) and many speak English as their third language. In total, 26 languages are spoken across the school, and the pupil population is extremely transient, with significant numbers of new international arrivals. The percentage of disadvantaged pupils attending the school is well above the national average. In 2023, the school was graded as ‘Good’ by Ofsted in all areas, with praise for its ‘ambitious curriculum’ and particularly for pupil progress: ‘Pupils in key stages 1 and 2 are well prepared for the next steps in their education. Children in the early years are well prepared for the demands of Year 1.’

When pupils are speaking English as their second or third language, embedding mathematical vocabulary can present teachers with an additional challenge in the maths classroom. When a new maths lead was appointed in 2022, the school opted to implement the Mastering Number at Reception and KS1 Programme to strengthen early maths teaching. 

A key ingredient in Mastering Number is professional development, and Holy Trinity began by taking part in training with the NCETM and North West One (NW1), their local Maths Hub, to develop both teachers’ subject knowledge and pedagogy. This ensures that teachers can deliver the programme with confidence and fidelity. The support and drive of school leaders was also crucial, and headteacher Alison Knott made sure that the school’s maths curriculum was developed with the expert support of NW1 Maths Hub.

Evaluating the programme

In 2023, following the school’s successful Ofsted report, a team from NW1 visited the school to learn exactly how success in Mastering Number was being achieved and to observe the impact firsthand. They were particularly interested to learn how the programme supported EAL pupils and those with high levels of disadvantage. What they found was a school where pupils, regardless of background, were thriving in maths. 

Through a combination of interviews, pupil voice and classroom visits, the team from NW1 saw compelling evidence of ‘Mastering Number supporting the closing of the disadvantage gap’. At Holy Trinity, Mastering Number has given pupils the language skills to become confident mathematicians and supported the development of a deep understanding of number.

Planning for success

Prior to adopting the programme, school leaders had fully understood the need for pupils to develop automaticity of number facts and a deep understanding of early number. The systems which would ensure time was correctly allocated to Mastering Number in the appropriate year groups were carefully considered before it was introduced, and in Reception the programme formed the main maths curriculum for number. 

Thanks to all teachers having the opportunity to access the fully-funded professional development, which is part and parcel of the Mastering Number Programme, by 2023 it was well established and fully implemented in Reception and KS1.

Elements of success

When observing pupils in Mastering Number sessions, their confidence and enjoyment was apparent, and was particularly evident in disadvantaged pupils and those with EAL.

• All classes had high engagement and good behaviour for learning.
• The use of gesture and manipulatives, rather than a focus on written work, meant all pupils could access the sessions.
• Children were secure with subitising (the ability to instantly recognise the number of items in a small group without counting them) and finger gnosis (the capacity to recognise and distinguish your fingers, both individually and in relation to each other – an important skill linked to early mathematical development).
• Understanding of structures enabled the whole class to learn; e.g., pupils knew the ‘five and a bit structure’ in Reception and the relationship between addition and subtraction in Year 2.
• All pupils were confident with the underlying structures using the rekenrek and could move beads with ‘one push’ – recognising and moving groups of beads across the bar in a single movement to represent a number, rather than counting one by one.
• Stem sentences were used consistently and in conjunction with representations; supporting pupils to develop and use mathematical language accurately.

Overcoming the challenges

When the team from NW1 visited Holy Trinity, the school reported an increased intake of children coming into Reception not being school-ready in terms of their language and self-care. However, in stark contrast, in Mastering Number sessions, children in Reception showed a deep understanding of numbers to 10 and were meeting national expectations. Those pupils who may have been expected to require intervention – international new arrivals, previously lower attaining pupils and those with SEND – were working with the whole class, and it was not obvious to observers who the pupils with additional needs were. TAs were also deployed and utilised effectively to support international new arrivals.

As well as seeing pupils thriving in lessons, the success of the programme was echoed by the teachers delivering it.

• Teachers reported that children who had previously lacked confidence had become more assured in maths.
• Small steps and repetition were helping pupils to embed learning.
• Pupils could discuss and reason about numbers within 10.
• The leadership and culture in the school had supported the transformation of maths in recent years.
• Ongoing engagement with the Maths Hub continued to support teachers to develop and embed the programme successfully.

What’s happening next?

Like all schools working with their Maths Hub, the leaders and teachers at Holy Trinity know that support is available from the hub now and in the future, and that their school’s journey is a continuous one. Since NW1 Maths Hub’s visit, the hub has provided Holy Trinity with Mastering Number professional development for staff new to the school or new to their year group, to ensure that the whole school is equipped to continue developing teaching for mastery.

Teachers and leaders at the school are now focusing on ensuring fidelity to the programme by putting in systems to sustain Mastering Number robustly following staffing changes. In terms of pupils’ learning, teachers in KS1 are working on ways to ensure that mathematical skills developed in Mastering Number sessions can be integrated with pupils’ main maths lessons. A further area for development is to explore how the programme can lay the foundations for mathematical learning beyond Year 2.

Headteacher Alison Knott emphasised the school's dedication to continuous improvement: ‘We are committed to maintaining high standards and continuing to provide the best possible education for the children at Holy Trinity.’ This commitment is reflected in the work the school has undertaken with NW1 Maths Hub to ensure all pupils, including those with English as an additional language, are supported to thrive in maths from the earliest years.