Evidence shows virtually all students can reach proficiency in mathematics, if they receive systematic and high-quality instruction. But data from national and international testing shows too many Australian students are not meeting proficiency benchmarks. Those who fall behind often do so early in their school experience and rarely catch up.

Successive reviews have advocated for better assessment tools for early identification of students at risk and subsequent intervention. In particular, screening tools that are administered to all students can 'flag' students who are at-risk of later difficulties with mathematics without additional support. For students needing additional support, the chances of positive outcomes are significantly higher when intervention is early and evidence-based.

For intervention outcomes to be improved, a universal and systematic approach is needed for the early years of school. Effective early maths screening — particularly through a universal numeracy screener in Year 1 — could improve the opportunity for Australian students to be confident and successful in the subject.

Key recommendations:

• Effective early screening measures should focus on robust models of 'number sense'.
• The Year 1 Number Check, developed in response to previous recommendations for a consistent screening tool based on number sense in Year 1, is not widely used or fit for purpose in its current form. A new or significantly redesigned tool is needed which accurately represents the skills with predictive value in Year 1, is based on a robust model of what constitutes 'number sense', and which measures not only knowledge and strategies but fluency with that knowledge.
• Policymakers should implement a research-validated, nationally-consistent screening tool which measures aspects of the three domains of 'number sense', consistent with the established research base.
• Teachers and schools should be supported with professional learning programs to enable more intensive teaching for at-risk students. Systems should provide access to evidence-based tools for intervention, and the resources with which to deliver these to students identified through screening.