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supporting leaders coordinate success
 

  • empowering leaders in mathematics to confidently support their colleagues and develop pupils’ positive attitudes towards and success in mathematics

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  • undertaking a review of mathematics provision across a school or multiple schools to identify strengths and areas for development

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  • delivering or facilitating professional development to improve mathematics subject knowledge or approaches to teaching

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  • defining priorities and strategies to help bring about sustainable, transformational change

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  • enhancing published schemes of work with teaching for mastery principals

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developing teachers' classroom practice
 

  • mentoring recently qualified teachers in what high-quality mathematics teaching looks like in the classroom through instructional coaching

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  • sequencing teaching points for cohesion and to maximise the potential for long term security

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  • collaborating with teachers to help them adopt new and improved ways of explaining and modelling concepts

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  • demonstrating how to use the principals of teaching for mastery to help all children access the mathematics curriculum

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  • illustrating the deliberate design of individual (and sequences of) lessons to provide sufficient quality and quantity of pupil practice

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encouraging all pupils to achieve
 

  • identifying pupils’ difficulties and adapting practice to secure long-term understanding

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  • helping adults tailor mathematics provision for individual pupils

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  • working one-to-one or in small groups with pupils whose mathematical learning has resulted in a lack of security in their skills or knowledge

 

  • designing opportunities for all pupils to demonstrate characteristics of understanding at a greater depth 

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  • assessing for and supporting pupils with dyscalculia (coming soon)

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designing high-quality pupil practice
 

  • providing examples of pupil practice in mathematics that incorporate challenge for all through carefully considered variation

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