How far do children who receive the Maths Recovery Intervention in Year Two ‘catch up’ and ‘keep up’ with their peers in Key Stage Two?

A Masters study by Joanna Gibbs, May 2015 into the longitudinal effects of Maths Recovery as an intervention for children to catch up and keep up with age related expectations.

This study explores the longitudinal effects of the Maths Recovery intervention as it has been implemented in a northern Metropolitan Borough in the United Kingdom. Specialist teaching assistants delivered the intervention to Year Two students across a range of primary schools in the local authority. Three years of data associated with the Maths Recovery Intervention has been gathered. The children who took part in the intervention were then tracked through to their Key Stage Two SATs. Their results were compared with whole school results and results for children on each of the schools’ Special
Educational Needs registers. The report concludes that a higher proportion of the children who received the Maths Recovery intervention in year two reached age related expectations than the overall average for children with Special Educational Needs and their results were on a par with whole school averages within the sample in terms of making 2 National Curriculum levels of progress across the key stage over three years.

Recent News & Events


Welcome to the new Maths Recovery website.

Thank you to @Collab_LR and @NAMA_UK for a great #cpdsaturday with @watanabeKSU exploring #TTP. Rich discussion face to face for a change… @geoffwake1 @RuthTrundley @mattlewis73 @AccomplishEdu @ProfSmudge @mikeaskew26

Treat your class to some lovely new puppets - THEY’RE CURRENTLY HALF PRICE!

Puppets are great learning resources, use them to:

🌟Bring your story telling to life
🌟Help children with counting
🌟Help children to understand school expectations and reinforce behaviour policies

1. Use 7,3 to make 2-dig numbers. Find the diff. between them. M

2. Try 6,2. What do you notice?

3. Try some more. Reorganise the results.

4. What’s changing, what’s stays the same? Why?

Teaching through problem solving with @watanabeKSU at @Collab_LR @NAMA_UK

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