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NumSkills

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NumSkills and NumSkills Money are exciting banks of resources which trained Quest for Learning tutors use with small groups of children to help them improve their mental maths and calculation skills while having fun with numbers and playing games.  

NumSkills is designed around everyday items such as dice, cards and clocks. Children also learn measuring skills and fractions through cooking activities.  

NumSkills Money is designed to specifically improve financial literacy, tackling everything from basic coin recognition to how to work out best value in supermarket offers.  

 Activities are flexible and our tutors adapt them to meet the needs of children from Year 2 to Year 6. Children take part twice a week for nine weeks. 

After taking part in NumSkills, children are more confident, able to use the language of maths, and show far more willingness to engage in classroom maths activities. They also talk about teaching the games to their parents and siblings at home. 

NumSkills can be delivered in schools either by our trained tutors or by school staff who have been trained to use the resources. Click here for more information about NumSkills training.  

“She tells me it’s a fun way of doing maths which makes her learn. It is a great highlight of her week.” (Parent) 

“Playing games helped me with my maths.” (Pupil) 

"I wanted NumSkills in my school as I could see the impact it had on struggling pupils. It's simple, the activities can be used by all staff and it works. Children love playing the games and begin to really engage with number work." (Headteacher) 

Ruby’s Story

Ruby was very quiet with low self-esteem when she began her Quest for Learning NumSkills programme. She was working slightly below age-expectations, but it was evident that she had some good basic Maths skills. Ruby would often try to avoid participating and would offer minimal engagement with the group. NumSkills aims to make maths fun with an emphasis on learning through games. There is fun and flexibility, and Ruby felt there was no pressure on her to achieve the ‘right’ answer. Within a couple of weeks, she began to engage more. Though still shy, she began to indicate quietly to the tutor when she wanted to share her knowledge with the group. She asked to play certain games, to suggest the ways in which games could be extended and began to explain to others in the group her mathematical reasoning. Her mathematical language developed and, after playing the game Three in a Row, she explained to the group the meaning of ‘multiples’. By the end of the sessions she was an enthusiastic participant, showed an excellent ability to apply her knowledge and skills in different contexts, was confident at recalling number facts and enjoyed telling her tutor about the maths that she was doing at home with her dad.

Want to know more?

If you are a potential funder of educational projects, and would like to provide the means for your local schools to access our programmes, please email us at teaching@questforlearning.org.uk 

If you are a school, looking for help with some of your pupils, and would like to discuss costs and any available funding, please email us at teaching@questforlearning.org.uk 

If you are a parent whose child has been selected for NumSkills and you would like to know more about how it works and how you can help, please email us at teaching@questforlearning.org.uk