Counting Collections is a hands-on early mathematics approach to develop children’s number sense (understanding of number and quantity), developed by Dr Catherine Gripton and the mathematics education research team for use with children in Reception (four and five years old). The Education Endowment Foundation commissioned an efficacy randomised controlled trial of the approach (Jan 2023 to April 2025) in which 90 teachers were assigned to the intervention group and 90 to the control group. Teachers in the intervention group used the Counting Collections approach with their classes and those in the control group continued to teach as they usually do.

The trial was evaluated by Sheffield Hallam University. They compared number attainment using the Sandwell Early Numeracy Test of Reception children whose teachers were in the intervention group with the children whose teachers were in the control group to ascertain any differences. They also evaluated the implementation and processes of the intervention.

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.

From September 2023 to January 2024, the University of Nottingham ran and evaluated the Counting Collections programme for pre-school. The evaluation took the form of an implementation and process evaluation and generally found that the programme was well received and showed promise. 

Read the evaluation report

The Counting Collections approach supports counting, subitising, comparing numbers and composition of numbers and has been used successfully with children in Reception and pre-school classes. The approach involves children working in pairs or with an adult to choose a collection of objects (manipulatives) to count, plan how they will count it, count it and then record their counting. 

They do this in weekly Counting Collections sessions of varying length, depending on the age of the children. The intervention also involves adding a Counting Collections area to the classroom’s continuous provision. This is a counting library of boxes of different sized collections of inviting objects to count, as well as tools to aid counting (such as ten frames, pots and number tracks). Children can access this provision during play, providing additional opportunities for number assessment and interaction.

Schools are supported to implement the programme successfully through teacher professional development (in person sessions, online sessions, and an online learning platform) and the physical resources (counting library of collections and tools).

Counting Collections programme available to MATs and Stronger Practice Hubs

As of summer 2025, the Counting Collections programme is now available to multi-academy trusts (MATs) and Stronger Practice Hubs. Purchasing the programme gives schools access to teacher professional development (in person sessions, online sessions, and an online learning platform) and the physical resources (counting library of collections and tools) delivered directly to the school.