Research shows that there are significant differences in children's numerical knowledge when they begin school. These differences increase as they progress through school. There is a clear tendency for low attainers in the early years to continue to be low attainers.

However, over the years, teachers have recognised the potential of understanding SEAL (Stages of Early Arithmetical Learning) and using Maths Recovery Approaches to promote a problem solving in numeracy. We have created a framework that helps profile an individual's numerical knowledge and offers clear guidance in teaching approaches that nurtures their understanding. By introducing this into classrooms we can ensure that number is understood well from the start.

Our signposts focuses on children's own understanding of number thus developing sound counting strategies that are based on understanding rather than processes.

The following videos highlight the differences between a child that understands number and has developed effective counting strategies, and a child that has been taught processes. The counting tasks they are given are the same (taken from a P3 textbook) but the children's approaches are completely different.