One Step Ahead – KS1 Maths Teacher Choices trial

The Behavioural Insights Team
Implementation costThe cost estimates in the Toolkits are based on the average cost of delivering the intervention.
Evidence strengthThis rating provides an overall estimate of the robustness of the evidence, to help support professional decision-making in schools.
Impact (months)The impact measure shows the number of additional months of progress made, on average, by children and young people who received the intervention, compared to similar children and young people who did not.
-
Project info

Independent Evaluator

Behavioural Insights Team logo
Behavioural Insights Team

Teacher Choices project exploring targeted support strategies in KS1 Mathematics. Specifically, this project tests the impact of short and regular pre-teaching sessions on Year 1 and Year 2 pupils’ maths learning.

Pupils: 2280 Schools: 100 Grant: ÂŁ560,980
Key Stage: 1 Type of Trial: Teacher Choices
Completed July 2026

The project

Teacher Choices trials explore some of the most common questions teachers ask about their practice, testing the everyday choices teachers make when planning their lessons and supporting their students.

The ​“One Step Ahead” project was designed to evaluate a small‑group, targeted pre‑teaching approach in Key Stage 1 maths with pupils aged 5 – 7 in Year 1 and Year 2 identified by their teacher as requiring additional support. Teachers or teaching assistants used a short teaching guide to plan and deliver brief sessions before the main lesson, focused on upcoming content. Sessions typically lasted around 10 – 15 minutes, took place at least twice a week for one term, and formed part of a trial designed to test whether this low‑intensity approach could support pupils’ access to maths learning.

Outcome/​Group
ImpactThe size of the difference between pupils in this trial and other pupils
SecurityHow confident are we in this result?
Mathematical reasoning skills (all pupils)
-
Months' progress
(Effect size 0.01)
Mathematical reasoning skills (FSM pupils)
-
Months' progress
(Effect size -0.09)
N/A

EEF summary

The EEF funded this Teacher Choices trial to test an everyday classroom choice: whether short, regular pre‑teaching sessions before Key Stage 1 maths lessons could support pupils’ mathematical reasoning and reduce maths‑related anxiety. The trial was motivated by the importance of early mathematical understanding for later attainment, and by a gap in evidence on the most effective ways to provide targeted, out‑of‑class support in KS1 maths.

There is no evidence that pupils allocated to receive One Step Ahead made any additional progress in mathematical reasoning, on average, compared with pupils not allocated to receive the pre‑teaching. This finding has a low to moderate security rating and represents our best estimate of impact. There was also no evidence that the approach reduced pupils’ maths‑related anxiety.

In interviews and surveys teachers often reported that pre‑teaching helped pupils feel more confident and engaged in the main lesson. However, these perceptions were not reflected in measured improvements in mathematical reasoning or maths‑related anxiety.

The implementation and process evaluationAn IPE is used to understand how and why an intervention has (or has not) been successful. Data is analysed to explore programme quality, reach, adaptation and differentiation, as well as setting fidelity and responsiveness to the trial design. identified several barriers to delivery, including timetabling pressures, staffing constraints, shorter‑than‑intended sessions, and challenges in targeting groups. These factors may help explain why no impact was detected. The evaluation highlights questions for future research, including exploring the impact of a higher dosage, targeting, and implementation support on outcomes.

Were the schools in the trial similar to my school?

Project type: Teacher ChoicesKey Stage: Key Stage 1Subject: Maths
  • The trial included 75 schools, 222 classes, and 2,609 pupils in Years 1 and 2.
  • Schools were recruited nationally across England, with no regional restrictions or quotas.
  • Compared with national averages, the trial sample included a higher proportion of pupils eligible for Free School Meals and pupils with English as an Additional Language.

Could I implement this in my school?

Delivered by: Teachers & Teaching AssistantsParticipant group: Small GroupIntervention length: 1 term(s)

Teachers were given a Teacher Guide with practical ideas for planning and delivering short pre‑teaching sessions before the main lesson.

In practice, schools often found delivery difficult to sustain. Common barriers included timetabling pressures, staff availability, mixed‑ability groups, and sessions that were shorter than intended.

Some teachers also incorporated catch‑up elements, rather than keeping sessions consistently focused on upcoming lesson content.

How much will it cost?

There is no cost involved to teachers in choosing to implement this approach.

Downloads