Early years maths programme delivers impressive first-year impact
In its first year, Nurturing Young Mathematicians has surpassed expectations
In its first year, the Nurturing Young Mathematicians programme has surpassed expectations, driving tangible improvements in early years maths learning across nursery settings in the North West.
Designed to address the lack of tailored maths provision for nursery-aged children, the project has empowered early years practitioners, engaged parents, and improved outcomes for children – especially the most disadvantaged.
The initiative, led by the Three Saints Academy Trust and supported by SHINE, set out to upskill nursery staff, involve Private, Voluntary, and Independent (PVI) settings, and engage parents.
“The programme has exceeded expectations and is progressing to meet the schedule,” said project lead Lisa Bradshaw, who is Deputy CEO at Three Saints.
At the end of the first year, all staff taking part reported a positive impact on children’s understanding of maths, with 88% rating it 5 out of 5 and the remaining 12% rating it 4 out of 5.
During summer 2025, 87% of the 3-4-year-olds involved in the programme, were assessed as being “on track to be school ready”.
In addition, since the programme began, 30% of participating nursery settings have been rated ‘Outstanding’ by Ofsted.
By July 2025, 100% of planned training had been completed. Notably, “100% of all settings had 100% of staff trained through internal or external provision”.
Staff feedback reflected a deep sense of professional growth. One lead practitioner shared, “In September, I hadn’t wanted to be in nursery. This course has been everything. I can’t believe how much I have learnt and implemented.” Another added, “You’ve shown us how we can take it deeper and with more engagement and how much more the children learn. They choose to do maths activities.”
Other reflections from practitioners using the programme included: “Bringing maths alive through real, everyday objects has made such a difference”, “We are allowing children to be creative in a world that’s too prescribed”, and “[It] brought home how crucial it is for children to problem-solve, communicate, and explore”.
Engagement levels have been high. All settings held parent workshops, although attendance varied from 20% to 75%. The project responded by creating handouts to reach all parents and adjusting strategies to overcome maths anxiety.
“Some parents explained their own insecurities with maths put them off,” explained Lisa. Future plans include improved communications and marketing to better support parental involvement.
To date the project has reached 401 nursery-aged children and provided training to 59 practitioners.
A key strength of the project is its inclusive and exploratory approach to maths.
The programme’s authors have concluded that “mathematical interactions with children make the biggest difference to outcomes,” whether through everyday maths like snack time or structured play. As one teacher noted, “Children were unlikely to learn about number through independent play… opportunities may be there, but children will not necessarily take advantage of them.”
The programme’s impact extended to children with additional needs. One practitioner reported: “Child M has a speech and language issue and can’t say ‘three’, yet understood 3, counted out from a large pile and could subitise.”
Additionally, the project team created and distributed a new handbook, enabling consistency and sustainability. Year 2 schools will receive this at the first session of the programme to inform their provision.
Looking forward, the Trust plans to scale the project by building a network of advocates and refining parental engagement.
It plans to build on the successes of the first year by sharing effective practice, provision, and approaches. Headteachers and practitioners will contribute their insights during the initial session with new year-two schools.
Lisa is delighted by the early indications of impact. “It is clear in every nursery that there will be long-term change,” she said. “Practitioners realised that children weren’t playing mathematically in September and how small changes in practice enabled large gains.
“By nurturing a love for numbers and patterns from the very start, this programme is not only transforming how young children engage with mathematics but also empowering the adults around them – educators and parents alike – to build confident, capable mathematicians for the future.”