Working with over 14,000 schools across the UK, LoveReading4Kids gets to see super exciting ways that books are being utilised in the schools setting to really impact the outcomes of their students. Once such a project was created by Helen Clarke, Deputy Headteacher at Dane Bank Primary School in Tameside and we were so impressed by the impact that we wanted to share it with our community. The project seeks to bridge the gap in maths understanding between disadvantaged early years children and their peers by creating a high-quality mathematics curriculum based on storybooks.

The project also involves a series of workshops for parents, who are shown how they can talk about maths with their children and introduce the subject through fun activities at home.

Here we chat with Helen about its development, impact and the way forward.

We understand that you have built a curriculum for Nursery Maths based around high-quality storybooks. What led you to develop this?
 The idea stemmed from two key observations. First, children in nursery often connect deeply with stories—they spark imagination, promote language, and encourage emotional engagement. Secondly, maths can sometimes feel abstract to young learners. By anchoring mathematical concepts in the familiar and joyful context of storybooks, we’re helping children to see maths as part of their everyday lives.

I started developing the curriculum after the Covid lockdowns, when it became clear that many parents struggled to engage in their children’s play and often over-relied on workbook-style activities to try and teach. At the time, I had a one-year-old and a three-year-old, which inspired me to explore how mathematical concepts could be taught through play. This personal experience gave me invaluable insight into how to create activities that feel natural, fun, and accessible for families.

When designing the curriculum, we wanted to ensure it was evidence-informed, drawing on research from the Education Endowment Foundation and our own experience working with the NCETM Mastering Number Programme. We aimed to weave together language-rich narratives with practical opportunities for problem-solving, reasoning, and exploring early mathematical ideas.

What impact has this initiative had for your children?
Even though we are still only in relatively early days, the impact has been transformative. We’ve seen children engaging with maths in ways we hadn’t anticipated—confidently discussing mathematical ideas, making connections between concepts, and using rich mathematical language in their play. This has particularly benefited children who may have struggled with traditional approaches, as the storybooks provide a meaningful and engaging context for learning.

The project has also had a profound impact on children from disadvantaged backgrounds. This would not have been possible without the support of Shine Trust UK, whose funding has enabled us to create opportunities that help close the attainment gap and ensure every child has access to high-quality, engaging maths experiences.

The confidence and enthusiasm we’ve observed aren’t limited to the classroom. Families have shared how their children are pointing out maths in everyday life at home, from counting steps to sorting toys, showing the lasting influence of these early experiences.

Which storybooks have you used, and which ones have elicited a great response from the children?
We’ve carefully selected storybooks that naturally lend themselves to mathematical exploration. Some of our favourites include:
Pete the Cat and His Four Groovy Buttons by Eric Litwin, which explores counting and subtraction in a fun and musical way.
All Sorts by Pippa Goodhart, which introduces ideas of sorting, categorising, and celebrating differences.
Mouse Count by Ellen Stoll Walsh, a delightful way to engage with counting forwards and backwards.

The response to these stories has been incredible. Children love the interactive nature of Pete the Cat and the humour of All Sorts, while Mouse Count often leads to animated counting and problem-solving discussions.

And tell us about the Stay and Play sessions that complement this.
The Stay and Play sessions have been an exciting addition to the project. These are opportunities for families to join their children in exploring maths through storytelling, hands-on activities, and play.

For example, during our Simon Sock Stay and Play, families worked together to sort and pair socks by colour and pattern, create their own matching games, and explore early concepts of grouping and sorting. What makes these sessions unique is that we share the research behind these activities with parents in a simple, non-threatening way—helping them to see the important role they play in their children’s mathematical development.

As a parent of a nursery-age child myself, I also share real-life examples from our home—unscripted and non-staged—like sorting socks from the washing basket or noticing patterns while out on a walk. Parents have said this makes the sessions relatable and shows them that maths can happen naturally in everyday life.

These sessions have strengthened the relationship between home and school, ensuring families feel like valued partners in their children’s education.

This is not just in your setting, is it? Tell us about the journey and the plan of action next.
No, this isn’t just in our setting—it’s grown into a collaborative project across 12 schools in Manchester, Tameside, and Cheshire. Each school is adapting the curriculum to their unique contexts, but the core principles remain the same: high-quality storybooks, practical maths activities, and a commitment to engaging families.

Next term, all participating schools will be running Stay and Play sessions, reaching over 350 children and families. Alongside this, all teachers, TAs, EYFS leads, and Maths leads involved in the project have received a structured package of CPD to ensure best practice is happening in schools and to build confidence in embedding maths through storytelling.

We are looking to expand further in the North West next year, creating a network of Story Time Maths ambassadors. These ambassadors will support schools as I have done this year, sharing best practice and helping to build a sustainable approach to maths teaching through storytelling. We’re also keen to establish new links and partnerships that will enable us to continue this work beyond the next academic year.

Our long-term goal is to develop partnerships with local libraries and children’s centres so that we can reach families as early as possible—before their children even start school. By engaging families at this early stage, we can help to lay the foundations for a love of maths and storytelling from the very beginning.

A big part of the success of this is the lending libraries you have developed. Tell us more.
The lending libraries have been a game-changer. Each school involved in Story Time Maths has created a library of storybooks and accompanying activity kits that families can borrow.

For example, a family might borrow Whoosh! Walter’s Wonderful Web alongside a simple activity pack for exploring shapes and patterns at home. These kits make maths accessible and fun, and they’re helping to bridge the gap between school and home learning.

Families have embraced the lending libraries, and feedback has been overwhelmingly positive. Many parents have said they feel more confident engaging with maths at home, and children love the excitement of bringing a story and activity kit home to share.

And what hints and tips would you give to other schools considering something similar?
Start with the research. Using an evidence-informed approach ensures your project has a strong foundation. Draw on resources such as the EEF’s guidance on early maths or the NCETM’s developmental trajectories to shape your curriculum.

Next, think about the children and their interests. Choose stories that resonate with them and look for natural opportunities to integrate maths. Keep it practical and hands-on—children learn best through doing.

Engage families from the outset. The more involved they are, the more successful the initiative will be. Whether it’s lending libraries, Stay and Play sessions, or sending home simple activities, ensure families feel included and valued.

Finally, work collaboratively with your team. Share successes, reflect on challenges, and keep refining your approach. Maths can sometimes feel intimidating for practitioners and families, but with the right tools and mindset, it can be joyful and accessible for everyone.

Watch Story Time Maths - SHINE which shows the project in action.

For more maths inspiration, check out this collection of books - Maths is for Everyone! 40+ Books for Children that Celebrate the Joy of Mathematics