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Independent Evaluation of the Oxford Teaching Effective Early Mathematics and Understanding in Primary Schools (TEEMUP) Professional Development Programme: A Two-Armed Cluster Randomised Controlled Trial. Evaluation Report

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Bibliographic Details
Title: Independent Evaluation of the Oxford Teaching Effective Early Mathematics and Understanding in Primary Schools (TEEMUP) Professional Development Programme: A Two-Armed Cluster Randomised Controlled Trial. Evaluation Report
Language: English
Authors: Lyn Robinson-Smith, Caroline Fairhurst, Katie Whiteside, Imogen Fountain, Jess Hugill-Jones, Tom Davill, Kerry Bell, Carole Torgerson, David Torgerson, Education Endowment Foundation (EEF) (United Kingdom), University of York (United Kingdom)
Source: Education Endowment Foundation. 2025.
Availability: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Peer Reviewed: Y
Page Count: 131
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Program Evaluation, Faculty Development, Mathematics Teachers, Elementary School Mathematics, Mathematics Instruction, Teacher Effectiveness, Pedagogical Content Knowledge, Teacher Workshops, Mathematics Achievement, Lunch Programs, COVID-19, Pandemics, Outcomes of Education, Effect Size, Program Implementation, Foreign Countries
Geographic Terms: United Kingdom (England)
Abstract: Teaching Effective Early Mathematics and Understanding in Primary Schools (TEEMUP) is a maths and self-regulation professional development (PD) training programme for Reception and Year 1 teachers. TEEMUP aims to develop educators' content knowledge, pedagogical knowledge, and pedagogical content knowledge with examples of high-quality practice and classroom resources to support the teaching of maths. The programme also improves how educators support the development of self-regulation and behaviour for learning of children, as well as a focus on improving teacher confidence, self-assessment, and self-reflection. It is designed to equip teachers with the tools to tailor their teaching to their school's context and resources, rather than providing a scripted set of activities. TEEMUP was developed and delivered by a team based at the University of Oxford. Participation in TEEMUP requires teachers to attend training across two full days and seven afternoon workshops, a minimum of three specialist coaching sessions, and access to a dedicated website with PD resources and additional materials. This evaluation was a two-armed, cluster randomised controlled trial (RCT). Schools in the trial were randomly allocated to have up to three teachers participate in the PD or continue with teaching as usual. A total of 93 schools and 2,567 pupils from two Reception cohorts participated in the evaluation. A complementary implementation and process evaluation (IPE) explored how the programme was implemented across different schools, as well as barriers and facilitators to implementation. This involved staff surveys, interviews with school staff and the delivery team, observations of training workshops, and monitoring data. Findings show pupils in TEEMUP schools made the equivalent of one additional month's progress in maths attainment at the end of Year 1, on average, compared to pupils in other schools, and Free school meals (FSM)-eligible pupils in TEEMUP schools made the equivalent of two additional months' progress in maths attainment compared to pupils eligible for FSM in other schools. TEEMUP PD was well received by teachers, who observed marked improvements in self-regulation and personal, social, and emotional development (PSED) outcomes for pupils. The delivery of the programme was impacted by the COVID-19 pandemic and key elements of the training were adapted as a result. Competing commitments, which were exacerbated by the pandemic limited the extent to which teachers could attend workshops and follow requirements of the programme.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680942
Database: ERIC
Description
Abstract:Teaching Effective Early Mathematics and Understanding in Primary Schools (TEEMUP) is a maths and self-regulation professional development (PD) training programme for Reception and Year 1 teachers. TEEMUP aims to develop educators' content knowledge, pedagogical knowledge, and pedagogical content knowledge with examples of high-quality practice and classroom resources to support the teaching of maths. The programme also improves how educators support the development of self-regulation and behaviour for learning of children, as well as a focus on improving teacher confidence, self-assessment, and self-reflection. It is designed to equip teachers with the tools to tailor their teaching to their school's context and resources, rather than providing a scripted set of activities. TEEMUP was developed and delivered by a team based at the University of Oxford. Participation in TEEMUP requires teachers to attend training across two full days and seven afternoon workshops, a minimum of three specialist coaching sessions, and access to a dedicated website with PD resources and additional materials. This evaluation was a two-armed, cluster randomised controlled trial (RCT). Schools in the trial were randomly allocated to have up to three teachers participate in the PD or continue with teaching as usual. A total of 93 schools and 2,567 pupils from two Reception cohorts participated in the evaluation. A complementary implementation and process evaluation (IPE) explored how the programme was implemented across different schools, as well as barriers and facilitators to implementation. This involved staff surveys, interviews with school staff and the delivery team, observations of training workshops, and monitoring data. Findings show pupils in TEEMUP schools made the equivalent of one additional month's progress in maths attainment at the end of Year 1, on average, compared to pupils in other schools, and Free school meals (FSM)-eligible pupils in TEEMUP schools made the equivalent of two additional months' progress in maths attainment compared to pupils eligible for FSM in other schools. TEEMUP PD was well received by teachers, who observed marked improvements in self-regulation and personal, social, and emotional development (PSED) outcomes for pupils. The delivery of the programme was impacted by the COVID-19 pandemic and key elements of the training were adapted as a result. Competing commitments, which were exacerbated by the pandemic limited the extent to which teachers could attend workshops and follow requirements of the programme.