Counting Collections for reception
Counting Collections for Reception was a programme run by the University of Nottingham and evaluated by Sheffield Hallam University.
The evaluation was a randomised controlled trial involving a group of 90 teachers who participated in the programme (intervention group) and a group of 90 who taught maths as usual (control group).
The evaluators compared number attainment using the Sandwell Early Numeracy Test of Reception children in the two groups. The evaluation team also evaluated how easy it was for teachers to incorporate Counting Collections into their maths teaching and whether it made teachers feel more confident in teaching number. To do this, they visited a small number of schools as well as asking teachers to complete a survey about their experiences.
The evaluation report was published by the EEF in Summer 2025. The evaluation found:
- Pupils in Counting Collections schools made the equivalent of one additional month’s progress in number attainment compared to control schools, with a moderate to high security rating of 3 out of 5 padlocks.
- The programme was well-received and integrated smoothly into existing classroom practice; however, some teachers found it challenging to support lower-attaining pupils through the four-part routine without additional adult support.
- Teachers who delivered the programme reported:
- Increased confidence in teaching early number concepts
- Observed improvements in pupils’ mathematical thinking, collaboration, and engagement.
Counting Collections for pre-school
The Counting Collections programme for pre-school was run and evaluated by the University of Nottingham. Eleven preschool practitioners from 11 settings participated in this programme. Nine of the 11 fully engaged, working with a small group (three to eight children) over the period 12th September 2023 to 31st January 2024. The evaluation took the form of an implementation and process evaluation, with the following research questions and brief responses:
Do settings use the Counting Collections resources in weekly sessions and in continuous provision?
The total number of weeks from the start to end of the delivery was 18. This excludes half term (30th October) and the week beginning 25th December. All practitioners led one group session in a minimum of 12 weeks, with five running more than 15 sessions. The average number of sessions was 14.6. In terms of continuous provision, practice varied. Five settings reported having the resources continually available.
Are the Counting Collections sessions, resources and 4-part structure appropriate for 2-4 year old children in EY settings?
All practitioners reported that the resources provided were mostly suitable for the children in their settings.
What are the challenges and ameliorations to integrating a Counting Collections approach into EY provision?
All setting leaders agreed that it was possible for the practitioner to incorporate at least one Counting Collections group session in their practice. Attendance at professional development sessions was generally good.
How do settings use the Counting Collections resources and sessions differently?
Ten settings have a library in continuous provision, including two who have these on trolleys due to lack of physical space. All of these have a selection of collections and tools in the library and rotate these regularly. One setting reported that the library items were spread throughout the rooms in the setting.
Are there any early indications that Counting Collections professional development is influencing practitioners’ ability, knowledge and confidence to prepare, observe and interact with children using CC resources and routine?
Practitioners reported, in case study interviews and in their surveys that they felt confident in using the four-part Counting Collections routine. Both setting lead surveys and case study observations confirm this.
The evaluation report can be found here.
Counting Collections 