Supporting children with gaps in their mathematical understanding: The impact of the National Numeracy Strategy (NNS) on children who find mathematics difficult

This paper outlines and evaluates developments within the NNS that have addressed the needs of lower attaining pupils. Data is presented to show that these pupils have not benefited from the NNS as much as other pupils. The rationale and form of the additional Wave 3 intervention materials are then described. Evaluation of impact has so far been qualitative, involving comments made by teachers and the children themselves. Quantitative information is still awaited and will include statistics of on the number of pupils continuing to attain below National Curriculum Level 3 at the end of Key Stage 2 (at the age of 11 years). Implications for the term ‘dyscalculia’ are discussed. It is concluded that there is an opportunity, in the relatively new field of mathematical difficulties, to develop from the start effective teaching strategies that work for all rather than distinct routes based on diagnostic categories.