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End of Year 2 Number Screening: Part One

This is the first of 3 short blog posts encouraging Year 2 teachers (Primary 3 in Scotland, 1st Grade in many other countries) to now put aside all other end of year maths assessments and consider instead if children have the critical numeracy ability to mentally add two 2-digit whole numbers together without any stopping to find number fact totals.

This isn’t the same as checking to see if students can add two 2-digit whole numbers using pen and paper column methods. That method provides too much thinking time and visual scaffold to give the solid numeracy foundation for next year’s high-level progression. What we are really interested in is checking if each child can look at a 2-digit add 2-digit equation and immediately add the tens. Knowing 50 + 80 is 130 should be just as quick as knowing 5 + 8 is 13. And knowing 5 + 8 is 13 should be instantaneous, with no internal counting or reorganising occurring, however quick.

Obviously, the adding of the ‘ones’ total should be instant too, as another 1d + 1d fact is recalled. Similarly, the adding of the 2 part-totals should also be an automatic process with no conscious cognitive procedural parts being visible.

Our real interest now though is that the two part-totals aren’t recorded, and that the entire procedure is happening with ‘total fluency’ and is purely mental.

To properly check this ability requires a fixed short time limit for each 2-digit add 2-digit question and with questions repeated at pace. It also needs to be thoroughly assessed at the individual level. Students that are part of a successful group check (for example, the group holding up mini-whiteboards) leaves the door open to children hiding their lack of total fluency behind the cover of overall success at the group level.

Technology can play a key role here, although it is only through a carefully structured online programme that such a tight questioning structure can easily be used to complete the screening and provide teachers with a precise gap-analysis of factual recall and procedural parts that are missing this total fluency.

Trust Improvement Lead, North East

I have been hugely impressed by the level of forensic thinking that sits behind WWN. It is far from a simple programme, but rather an approach that is rooted in robust evidence of how number can be taught in a way that is accessible to all pupils. WWN offers a cohesive and evidence-informed approach to teacher-development too. It is clear that WWN has been created by people who understand school leadership, curriculum design, teaching and learning.


Maths Leader, Dubai

Winning With Numbers is easy to use and it clearly shows progress in learning. It is helping to bridge gaps, challenge students and achieve targets in maths across the school. Students and parents are able to follow the learning journey and are eager to complete WINs. There is a real buzz at our school as students achieve their WINs, we are absolutely loving the WWN app! :)


Y3 Teacher, Cardiff

Anything by Ben gets my vote! It is great to see something that has been created by someone who understands children, teachers, workload and numeracy. Through Ben's expertise, I have improved my skills in teaching maths and he has made me want to teach maths rather than fear it. This is exactly what we want for children also.


Maths Leader, Harrogate

The Winning With Numbers training was fantastic, we learned so much and have been really inspired. I'm still blown away with how brilliant the platform is and I'm excited to be getting going with it. It has already made a big difference in our school.


Class Teacher, West Wales

What Ben doesn't know about maths and the way we teach it...!!! His huge amount of expertise and experience has been a game changer for the way we teach maths! His programme makes us think differently about maths and both staff and students now really enjoy teaching and learning in this key subject.


Tutor, Northumberland

I love the simplicity of Winning with Numbers - the focus on putting in place the small building blocks of mastering foundational maths skills, in a very ordered way. I also love how there are ways for a student to review a topic if they feel they need to; giving them some ownership of their learning. This programme is a great addition to my tutoring sessions.


Deputy Headteacher, London

WWN is a highly effective programme that is deeply rooted in the science of learning with the pay off that teacher workload is minimised. It ticks all the boxes! We have seen progress maximised in each session and within a few weeks of teaching WWN.


Home-Educator, South Wales

My daughter is really enjoying Winning With Numbers and it is showing me the gaps she has in her knowledge. It has been really good going back to fill the gaps. She loves getting the celebration videos when she does well. She smiles so much! I never thought it meant this much to her but it definitely does! I would definitely recommend.


Parent, Bridgend

My son is loving it! As a teacher, I know he is getting what he needs and it is great to have something my son can work through on his own. The timer is a really helpful option. He has first built his confidence and then we can add to the challenge by using the timer option. Thank you!


Tutor, Ireland

All the students I work with are loving Winning With Numbers and the 'Be the Expert' videos are brilliant for preparing me for each session.


Partners & Awards

Winning With Numbers works to collaborate with others to improve the life chances of young people.  Winning With Numbers is delighted to partner with some highly effective organisations .  If you would like to partner with us, please do get in touch.