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If your report shows that a low percentage of students that have mastered foundational numeracy skills, this is an opportunity to strengthen early numeracy instruction. Below is a list of practical resources and programs to improve numeracy, followed by local partners who offer support. Prioritize implementing structured numeracy interventions (e.g. TaRL guides, remedial tutoring) and seek support from partners. Track progress with formative assessments to see if scores improve after interventions.
Tools and resources
Tools and resources
Teaching at the Right Level (TaRL) Remedial Program
Teaching at the Right Level (TaRL) Remedial Program is a pedagogical approach that, instead of teaching strictly by grade, assesses and groups students by current ability level. Teachers then use fun, level-appropriate activities to build foundational skills from what each child knows.
Tarl Africa | Kenya
Numeracy Boost and Math Games Toolkit
Numeracy Boost and Math Games Toolkit is a program developed by Save the Children. It focuses on improving basic math skills through teacher training and engaging activities that can be created with minimal cost – for example, number cards, abacus or counters for place value, etc.
Save the Children | Kenya
The Kenya Institute of Curriculum Development (KICD)
The Kenya Institute of Curriculum Development (KICD) provides digital content for all subject areas including mathematics on its Kenya Education Cloud (mostly English) which teachers can use to reinforce lessons.
KICD | Kenya
OneCourse by onebillion is an interactive learning software for foundational literacy and numeracy that has been used in East Africa. It is designed to work on tablets offline, covering basic reading and math skills through adaptive lessons.
Onebillion | Kenya
Ubongo's fun and educational content helps kids learn through play, sing along to catchy tunes, and develop essential life skills—all while having a blast!
Ubongo | Kenya
Happy Classrooms, an initiative in Kakamega, provides tools like whiteboards, maps, charts, and other visual resources to support learning. Their approach is fun, engaging, and child-centered, with vibrant colors and learning aids designed to make foundational numeracy skills more accessible and enjoyable.
Edtech East Africa | Kenya
Other resources and case studies
Other resources and case studies
Pratham
Local partners
Local partners
Kenya Private Schools Association (KPSA)
Even though LFPS are non-state, County Directors of Education and zonal education officers can be allies in improving learning. They can share any available remedial program guides, or include LFPS teachers in government-run trainings for early grade literacy/numeracy (for instance, if a new phonics training or math teaching workshop is happening for public schools, sometimes private school teachers may join). It’s worth reaching out to county officials with the IFL report data – they may advise on interventions or even pair the school with a high-performing public school for mentorship in reading instruction.
Zizi Afrique Foundation
They run an Accelerated Learning Programme (ALP) for literacy and numeracy in upper primary (Grades 3–5) that uses a camp-style, TaRL-inspired model. In pilot counties (e.g. Turkana, Tana River, Bungoma), this program helped learners who could not read Grade 2 texts to start reading within 20–30 days of intensive support. It uses teacher assistants re-tooled with special strategies to rapidly build skills through play-based learning. Zizi Afrique can provide training or materials for schools interested in running short-term remedial “camps” or pull-out sessions to boost basic literacy/numeracy. They also help schools assess learners to identify who needs remedial support.
LINK
Room to Read
Connect for: Resources and tools
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County Education Offices (Ministry of Education)
Even though LFPS are non-state, County Directors of Education and zonal education officers can be allies in improving learning. They can share any available remedial program guides, or include LFPS teachers in government-run trainings for early grade literacy/numeracy (for instance, if a new phonics training or math teaching workshop is happening for public schools, sometimes private school teachers may join). It’s worth reaching out to county officials with the IFL report data – they may advise on interventions or even pair the school with a high-performing public school for mentorship in reading instruction.
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