TAs and coordinators reported improved pupil confidence, engagement and willingness to attempt numeracy problems during the intervention¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? Almost all interviewed TAs (20) and coordinators (23) reported improved pupil confidence towards numeracy, with wider transfer to other lessons in some cases. → National Foundation for Educational Research (NFER) 2014
Evidence¶
National Foundation for Educational Research (NFER) 2014¶
National Foundation for Educational Research (NFER), evaluation team led by Simon Rutt. (2014). Catch Up® Numeracy: Evaluation Report and Executive Summary. Education Endowment Foundation. https://www.educationendowmentfoundation.org.uk/evaluation
q2 · i? · qualitative · r?
Qualitative process evaluation interviews with 25 TAs and 24 coordinators. Twenty TAs and 23 coordinators "identified an improvement in pu pil confidence towards numeracy"; some reported the gains transferred to other lessons. These are perceptions, not tested outcomes.
"Almost all TAs delivering the Catch Up intervention (20) and the school coordinators (23) identified an improvement in pu pil confidence towards numeracy. This was evidenced by pupils participating more fully in numeracy lessons and being more willing to put their hand up and answer questions in class."
Discussion¶
Related Claims¶
- Teachers and pupils reported that P4C benefited wider outcomes such as confidence to speak, listening, and self-esteem — related
- Class teachers reported that some pupils' confidence and social skills improved during the programme — related
- TDTS teachers reported using more practical work, discussion and thinking time, but little difference in confidence and no more literacy–numeracy linking — related
- Teachers reported increased confidence reading aloud and willingness to choose more difficult books as proxy indicators of improved reading — a narrower finding that bears on this claim
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