By Sheila Mckenzie-
Oxford University has established The TEEMUP Programme’s Impact on Early Mathematics and Self-Regulation
In the landscape of primary education, a groundbreaking professional development initiative, the Teaching Effective Early Mathematics and Understanding in Primary Schools (TEEMUP) programme, is redefining how young children learn the foundational skills of mathematics and self-regulation. Developed by a team of researchers at the University of Oxford, led by Professor Iram Siraj, and robustly evaluated in an independent trial of 93 schools, the programme has demonstrated significant positive outcomes for children in Reception and Year 1, particularly those from disadvantaged backgrounds.
The findings of this large-scale study, funded by the Education Endowment Foundation (EEF), suggest that investing in high-quality, evidence-based teacher training can lead to measurable improvements in pupil outcomes, a crucial step in closing the attainment gap that often emerges in early schooling.
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Mathematical achievement in early childhood is consistently found to be the strongest predictor of a child’s overall academic success in later life. Yet, once children fall behind in these foundational years, catching up becomes increasingly difficult. The traditional approach to early years maths often involves a balance of structured teaching and free play, but the quality and focus of this instruction can vary widely.
Many teachers, despite their dedication, may lack the specific mathematical content knowledge or pedagogical confidence needed to engage children effectively in sophisticated mathematical thinking during play and everyday interactions. Furthermore, the transition from the play-based Early Years Foundation Stage (Reception) to the more formal Key Stage 1 curriculum (Year 1) can be a challenging hurdle for both children and staff, often resulting in a disjointed learning experience.
The TEEMUP programme was specifically designed to address these challenges, equipping teachers with the necessary tools to tailor their teaching and foster not just numerical skills, but also vital socio-emotional development, such as self-regulation.
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TEEMUP is not a “scripted” curriculum, but rather a comprehensive professional development programme (CPD) designed to enhance teacher confidence, knowledge, and pedagogical practices. The programme, adapted from a promising Australian approach, is delivered to Reception and Year 1 teachers together, encouraging collaboration and a smoother transition for children as they progress through the early years.
Teachers participate in two full days and seven half-day (or eight half-day) face-to-face sessions to explore best practices in early mathematics teaching and novel techniques for strengthening children’s self-regulation. Bespoke, in-school support is a cornerstone of the programme, with coaches making at least three school visits to provide tailored mentoring and help teachers apply and adapt their maths curriculum to their specific context.
volunteer tutors work with the same group of 2-3 pupils for 60-90 minutes a week. They deliver high-quality tuition in maths and English, interwoven with resilience and confidence building activities and the option of standalone enrichment sessions.
A dedicated website provides ongoing access to resources, materials, suggested activities for parental engagement, and a forum for discussion.
The programme helps teachers foster mathematical curiosity by integrating concepts into play, using storybooks, and focusing on key ideas like number sense, quantitative reasoning, and problem-solving. The programme aims to deliver meaningful change in teaching and learning environments, making maths an engaging and accessible subject for all young learners.
The independent evaluation led by the University of York and funded by the EEF involved a cluster randomised controlled trial across 93 primary schools and 2,567 pupils. The results provide compelling evidence of the programme’s success.
The study showed that children in classes with TEEMUP-trained teachers made approximately one month of additional progress in early mathematics compared to a control group. Disadvantaged pupils showed even greater progress, equivalent to two months of additional learning in maths. Long-term assessments indicated sustained improvements. Teachers also reported positive effects on pupils’ self-regulation.
Professor Siraj highlighted the positive impact of quality professional development, particularly for vulnerable children.
The evaluation noted challenges from the pandemic, which affected consistent program implementation. However, greater engagement with the program was linked to better results. The success of TEEMUP emphasizes the importance of early math intervention, investing in teacher development, and adopting a holistic approach that connects math skills and self-regulation. The EEF is considering further evaluation of TEEMUP as a model for early years math interventions.
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