1stClass@Number
1stClass@Number is delivered by trained teaching assistants to small groups of
pupils in Year 3 who have fallen behind in mathematics. The intervention was
designed and is delivered by Edge Hill University. Teaching assistants (TAs) work
with pupils for eight weeks using detailed lesson plans and adapting them according
to information gained from structured assessments. 1stClass@Number was
evaluated using a Randomised Controlled Trial over one year (within which was a 45 month treatment period). The trial measured gains in mathematics attainment
using the Progress in Maths (PiM) tests. PiM, developed by GL Assessment and the
National Foundation for Educational Research (NFER), covers all current UK
National Curricula content and assesses mathematical skills and concepts. 1139
pupils in year 3 participated in the trial.
Prior to randomisation, schools identified a target group of pupils who were in need
of support to close their attainment gap. Data was also collected for the whole
classes that contained the target group pupils, to see if a wider benefit could be
detected, although one was not expected since the intervention was focused entirely
on the target group who were withdrawn to receive support. Pupil data for six
schools were removed, where the intervention provider had expressed concern
regarding the fidelity of intervention delivery at school level. Following this, and after
data screening, 1127 pupils’ data was able to be assessed1.
Results
On average pupils in both the schools that implemented 1stClass@Number and
those that carried on with existing practice demonstrate improvements in their
attainment between pre-test and post-test according to the PiM raw scores2 (see
Table 1).
Table 1 – Improvements in reading and comprehension for all pupils involved in the
1stClass@Number trial
Improvement in test scores between
the pre- and post-tests
(mean difference)
Control group
2.34
1stClass@Number
2.79
1
Extreme values were removed in order to meet the assumptions necessary for the use of a one-way analysis of
variance (ANOVA).
2 NGRT also generates a Standard Age Score which adjusts pupils’ Overall Reading Scores according to age
related expectations. This data showed similar results in relation to mean differences.
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Closing the Gap: Test and Learn
To evaluate the progress made by target pupils in 1stClass@Number schools
compared to control group schools, and to control statistically for differences
between (and variation in) pre-test scores, ‘Gain Scores3’ were calculated4. Target
group progress differences between the intervention and control groups were
compared using an analysis of variance5 and effect sizes were calculated. Similar
analyses were undertaken for the whole class within which the target group received
the intervention and for FSM pupils within those classes6.
Does 1stClass@Number enhance progress compared to existing practice in
teaching school alliances?
1stClass@Number involves teachers of target pupils receiving three 30 minute group
sessions each week. 1stClass@Number enhances progress in mathematical skills
and concepts for those children identified as being in need of having support to close
their attainment gap compared to a similar group of pupils in schools which
continued with existing practice7. On average 1stClass@Number implementation
resulted in a medium positive effect size with regard to progress. Non-targeted
pupils did not participate in 1stClass@Number group sessions and as expected the
classes as a whole made similar progress to those in control group schools8. This
was also the case for all FSM pupils within these classes9.
Conclusions
Using 1stClass@Number in a targeted way with pupils identified as being in need of
support to close their attainment gap is condiserably more effective than existing
practice in teaching school alliances for generating progress in mathematical skills
and concepts.
The results above should be considered provisional, as further analyses are being
conducted over the next 6 months for use in the final programme report in 2015.
These additional analyses will look at areas such as clustered data and a range of
variables, such as school Ofsted grade, teacher assessed fidelity of delivery and
practicality. The current format has been designed to help with decisions about
replication of trials in the second year (where appropriate) and to help schools to
decide which replicated trials they might wish to participate in.
3
Post-test score minus pre-test score.
See for discussion, Dimitrov and Rumrill (2003).
5 ANOVA. ANCOVA with pre-test scores as the covariate was not used because not all of the data within the
trials, as a whole, met the necessary assumptions for this test.
6 Kruskal-Wallis one-way analysis of variance because of an unequal sample size and ANOVA, respectively.
7
F(1, 110) = 10.60, p = .003, d = 0.55.
8 
 1128) = 2.76, p = .09, d = 0.09.
9
F(1, 252) = .621, p = .432, d = 0.03.
4
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Closing the Gap: Test and Learn