This paper reports on the structure and impact of a one on one numeracy intervention project conducted during 2009 with students in years 1, 4 and 8. The project was built on a Reading Recovery model, using research into how the brain learns mathematics and ideas of threshold concepts. Teachers were provided time to work individually with students at their point of need. The results suggested that the model was effective in both cognitive and affective terms, and that the learning gained through the project is beginning to result in whole school improvements in mathematics pedagogy. (Contains 1 table and 3 figures.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]