Mastering Number success in a special school setting

Mastering Number has been delivered in more than 6000 schools in England since its introduction in 2021, helping all pupils to develop fluency and strong number sense. At Rocklands School in Lichfield, this fully-funded programme is also transforming maths for pupils with SEND.

The school context

Rocklands School in Lichfield is a 2–11 special school for children with complex learning difficulties. Around 140 pupils attend, with almost half eligible for free school meals. The school works closely with the North Mids Maths Hub and has been developing teaching approaches across the curriculum rooted in metacognition and repetition. Deputy headteacher Kat Adams tells us why the Mastering Number Programme has become an integral part of the school’s teaching.

Predictability, structure and routine

One of the most powerful aspects of the programme for Rocklands pupils has been its consistency. The slides are clear and uncluttered, reducing cognitive load for pupils who might otherwise find too much visual information overwhelming. Sessions happen at the same time every day and follow a predictable pattern. Kat tells us, ‘For our autistic learners in particular, we’re seeing a reduction in refusal or anxieties around maths as their confidence builds’. Children now know exactly what to expect and are ready to engage as part of their daily routine. Teachers describe pupils as being ‘raring to go’ and genuinely excited for their Mastering Number sessions.

Building confidence, reasoning and communication

Mastering Number has had a marked impact on pupil confidence with number and fluency. The use of stem sentences has been especially beneficial. Initially, pupils relied on teachers to model the sentences, but over time they have begun to join in independently, using mathematical language more confidently and even transferring it into other areas of the curriculum.

The programme has also supported reasoning. Teachers at Rocklands are seeing pupils starting to question and challenge the answers offered by the programme’s characters, explaining whether they agree or disagree. This has gradually developed into pupils reasoning with each other, an important shift for children who might previously have been reluctant to express their mathematical thinking.

Adapting to individual needs

Sessions usually last between 15 and 20 minutes, but the pace is adjusted according to pupils’ needs. Sometimes teachers work through only one or two slides; at other times they revisit an entire concept the following day. Staff are clear that securing understanding matters more than getting through a set amount of material. The programme also links to wider school practice: elements of Mastering Number are integrated into ‘rock time’, Rocklands’ approach to practising recall of facts.

The role of manipulatives, gesture and repetition

Rocklands has invested time in making manipulatives accessible and engaging for pupils. Everyday objects are used alongside mathematical resources such as rekenreks. Initially, some pupils found rekenreks difficult to use due to dexterity challenges, but with practice they have become confident in using them to see and think about the maths. Staff have even created large classroom rekenreks with Velcro so children can interact more physically.

Repetition and rhythm are also central. Clapping, rhymes, actions and gestures are used consistently, helping children embed knowledge. Even pupils who are non-speaking can join in through gesture, and teachers note that they often show clear understanding even without verbal responses.

Inclusivity and impact

Kat tells us that teachers value the inclusive nature of Mastering Number. Sessions can be adapted with additional scaffolding, resources, or simply a slower pace, ensuring all pupils can take part. Unlike some maths activities that might provoke anxiety, these sessions have created a positive, low-stress learning environment.

A programme that works

Rocklands’ experience highlights how Mastering Number can be effective in special school settings and for children with additional needs in mainstream schools. Its predictability and clarity supports pupils with understanding, its use of manipulatives, repetition and gesture allows access for all, and its focus on language and reasoning is helping children communicate their mathematical thinking with confidence. Kat summarises: ‘Pupils’ confidence has really rocketed. The programme is designed around small steps of progression – and that really works for our children’.