Primary

Developing Mathematical Fluency

The "Developing Mathematical Fluency" work group is to be led by Amanda Marsh.

There is a launch event for this work group on 27th November at St Wilfrid's Primary, Sheffield 4 - 6pm.

To register an interest in engaging with this work group please email Amanda at This email address is being protected from spambots. You need JavaScript enabled to view it. 

 

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Evidencing pupil progress

The "Showing evidence of pupil progress" work group is to be led by local network leaders across the region and will be co-ordinated by Georgina Brown the Mastery Lead for the South Yorkshire Maths Hub.

To register an interest in engaging with this work group you may either email a network leader or email Georgina at This email address is being protected from spambots. You need JavaScript enabled to view it. who will put you in contact with the appropriate contact.

Details of the each of the work groups and the schedules of activity can be found below and will be updated as appropriate.

Barnsley Cohort:

Ann Farr This email address is being protected from spambots. You need JavaScript enabled to view it. ;St John the Baptist Primary School, Penistone

Sheffield Cohort A:

Fiona Heath Fiona Heath This email address is being protected from spambots. You need JavaScript enabled to view it. & Rachel Hall This email address is being protected from spambots. You need JavaScript enabled to view it. ; Prince Edward Primary School.

Sheffield Cohort B:

Sarah Holman This email address is being protected from spambots. You need JavaScript enabled to view it. ; Porter Croft Primary School

Rotherham Cohort:

Georgina Brown This email address is being protected from spambots. You need JavaScript enabled to view it. ;Rockingham Professional Development Centre

Doncaster Cohort:

Yvonne Whaley This email address is being protected from spambots. You need JavaScript enabled to view it. ; Toll Bar Primary School

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Lesson design in Teaching for Mastery

The "What makes an excellent lesson design?" work group is to be led by Georgina Brown 

To register an interest in engaging with this work group please email Georgina at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Intervention to support pupil progress

The "Researching & trialling models of intervention to support pupil progress" work group is to be led by Delia Evans.

To register an interest in engaging in this work group you can email Delia at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Teacher Assistants SKE

The Maths Subject Knowledge Enhancement for Teacher Assistantswork group is to be led by Judith Copley & Magdalene Lake. There will be two cohorts of this work group one based in Sheffield and one based in Rotherham.

Whilst the funding for this work group has been subsidised through maths hubs, there is a cost of £100 per person for the programme. To register an interest in please email the appropriate work group leader.

Rotherham (venue Rockingham Professional development Centre): Judith Copley This email address is being protected from spambots. You need JavaScript enabled to view it.

Sheffield (venue Hallam Teaching School, Notre Dame): Magdalene Lake This email address is being protected from spambots. You need JavaScript enabled to view it. 

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

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Supporting SEND pupils in mastery

'We would like to say a huge thank you to the 35 schools who came to the first workshop on 25th October. The workshop was a huge success and we have had lots of extremely positive feedback around the practical aspects of the workshop and developing the knowledge and understanding of how to effectively support children with SEND with Maths Mastery. The gap task was very well received and we are looking forward to sharing the findings and learning from each other.' 

The Supporting SEND pupils in Mastery work group is to be led by Fusion Teaching School 

To register an interest in engaging in the work group please email Cheryl at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

Date Workshop Venue Time
25th October 2017 Session 1 Talbot Specialist School 4 – 5.30pm
6th December 2017 Session 2 Talbot Specialist School 4 – 5.30pm
7th February 2018 Session 3 Talbot Specialist School 4 – 5.30pm
28th March 2018 Session 4 Talbot Specialist School 4 – 5.30pm
23rd May 2018 Session 5 Talbot Specialist School 4 – 5.30pm
4th July 2018 Session 6 Talbot Specialist School 4 – 5.30pm

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This work group will be looking at ways SEND pupils are impacted by Teaching for Mastery methods & pedagogy. Participants will explore the implications and impact of teaching for mastery as well as liaise with colleagues both locally and nationally to look at ways of ensuring SEND students are taken into account in the developing strategies for teaching mathematics.

Please see the summary report of ongoning work done in previous years. To engage in this year's work group or for further information about previous local research, feel free to contact Magdalene at This email address is being protected from spambots. You need JavaScript enabled to view it.

 

How do pupils with SEND learn maths when teachers use a mastery approach?

The project

Mastery maths style teaching requires teaching in mixed ability groups. There was some concern raised as to whether the children with SEND would cope with this. An exploratory project was set up looking at several individuals, some with quite complex SEND, in a school which was confident in teaching in a mastery style. The project involved assessment, lesson observations in Y1 and Y5 and interviews with both the teachers and the children.

 

What helped

Language focus

Many of the children had language difficulties as part of their SEND, to understand and communicate using mathematical language. Specifically, the children were beginning to talk in full mathematical sentences and were able to explain their calculations using concrete materials or pictoral representations.

Teachers emphasised and explained specific vocabulary at the beginning of each lesson. They tried to speak in full sentences and many of the children began to copy this answering questions in full sentences out of habit, which meant that even if the children with language difficulties found it difficult to produce full sentences themselves, they were hearing them constantly.

The children were also encouraged to talk through their ideas with their peers. This sometimes worked brilliantly, with children exploring ideas, rejecting incorrect concepts with confidence and building on conceptual knowledge through explanations without the intervention of a teacher.

 

Concrete materials

The children were very happy using the concrete materials to both work out and explain their learning. All the children used the materials and so there wasn’t a stigma about those children who felt that they needed the materials. They facilitated good levels of talk around the classroom and allowed children to illustrate their thoughts. The concepts of place value in particular seemed to be stronger.

 

Variation

The children used a variety of equipment and were able to make choices about what they wanted to use. It was interesting that sometimes the teacher thought that a particular piece of equipment suited the problem but showed children several types of equipment and the children decided on something different, often giving reasons for their choice. “(with the bead string) you can see the tens and it’s like a number line.”

The children often found the variation in the questions difficult, but that simply illustrates how important it is.

 

Slow Pace

Some of the teachers were pleased that they could slow the pace right down and return to concepts that they felt that their class had not mastered. One teacher felt that the chidlren had been able to understand money because she had not introduced it as early as she normally would have and spent more time on place value with numbers to 100. However, there still was a certain amount of pressure to continue through the content, particularly when it was only a small number of children who hadn’t kept pace.

 

Building Confidence

Lack of confidence was a huge barrier for many of the children. Pre-learning seemed to be the most helpful for this as the children could anticipate what was going to be in the lesson and not panic at the first sign of something they didn’t know.

Finding a well-matched peer to work with was also really important as when the children were able to work through the problems they were able to reject incorrect ideas easily with no stigma. It can be more emotional to find that you are wrong with an adult.

The materials also gave the children confidence as they knew that they could access them when they were stuck and use them to explain their ideas rather than having to hold language in their heads.

 

Metacognition

The children were independent at selecting equipment and could often explain why they had chosen something. They were beginning to explain their thinking, although the younger ones found this difficult. They often had particular ideas about what was helpful or difficult in the lesson and this sometimes surprised the teachers.

 

Challenges and Questions

Whole class teaching

Sometimes the emphasis on whole class teaching meant that children with attention difficulties found it difficult to sit and listen for extended periods. This was particularly true of the younger children and the teachers found that some children needed to have much shorter periods where they were required to concentrate. It is worth mentioning that children do not start school until 6 or 7 in many parts of the world where this kind of maths teaching is popular and therefore the Y1 children were younger than that.

 

Interventions

There was some debate as to the nature of the interventions given. Were they simply to make sure that the children understood that day’s lesson or were they meant to plug gaps in previous learning. This was particularly relevant for the older children as they had some significant gaps and misconceptions. Some children received pre and post teaching many times in a week and this is worth considering for the impact on the broad curriculum. It was also worth noting that this particular school did not reject more conventional and proven interventions such as 1st class @ number in order to plug gaps and address misconceptions.

 

Recording

There was little emphasis on recording calculations as the focus was on understanding concepts, but some children did not get enough practice at writing the numerals accurately, setting out calculations and being systematic.

 

Language

Despite the emphasis on language in the teaching, the children still found the subtleties of mathematical language difficult, particularly when applied to every day problems. In fact, the variation in the questions which the children were asked to do illustrated the difficulties.

It was sometimes difficult to match children with a suitable peer to work with, particularly when the child was very quiet or shy and this was often where an adult would step in with pertinent questioning.

 

Context

Both the children and the teachers were not used to providing context for the maths and so this was generally not done as well as the teachers would have liked. When the children were struggling slightly the teachers’ instincts were to go over the procedure rather than reset the context. As a result the children with SEND found it hard to connect learning and to see it’s application. Inventing or finding context for mathematical concepts that make sense to the children is challenging and time consuming, but is particularly important for those children who find it difficult to make connections.

 

Concrete materials

Many of the children struggled to turn their mathematical knowledge with the objects into abstract thought. As one teacher said, “They’re still a bit concretey” meaning that they could do the problems and understand them, but only with the materials in front of them. They struggled with the visualisation in more abstract situations. The teacher was very clear that they should have the concrete materials available, while they still chose to use them, which is in line with mastery style teaching and more generally seen as good practice. However, this meant that calculations that they were able to do in class, they were not able to do in a more formal test situation.

 

Results and Progress

The children’s progress over the 7 months varied enormously from 2 months to 22months, so no conclusion can be made as to whether mastery style teaching was helpful for the children with SEND. Some of the children did make above average progress and ‘caught up’ their peers – some fell further behind. However, it didn’t seem as if teaching in this way was particularly detrimental for the SEND group. As is inevitable, some of the children’s difficulties were outside the scope of just one subject e.g. anxiety, language difficulties, medical issues, ASD etc. and these difficulties had an effect on their progress in maths, as well as in other subjects. It could be suggested that the children with less complex difficulties did better, but the situation was by no means clear cut.

 

What next?

This project looked at a very small number of pupils in just one school and so it would be helpful if it could be expanded to other pupils in a wide variety of schools focusing on the questions raised from this research. Some of these include:

What does differentiation look like when teaching mixed ability groups?

How can the principles of mastery style teaching support children with SEND in particular?

What intervention/catch up/pre-teaching/post teaching works?

How can we reduce barriers to learning in a mastery classroom?

In the next year, it is hoped that teachers from a variety of schools and year groups will work collaboratively to explore these questions further and find out what works, sharing good practice with our colleagues.

Magdalene Lake will be leading the workgroup for the South Yorkshire Maths Hub and if you would like to get involved then please contact her on This email address is being protected from spambots. You need JavaScript enabled to view it..

 

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Primary Maths Teaching for Mastery Specialists Programme

The primary mastery specialist programme began in 2015/6 but following an announcement in July 2016 by schools minister Nick Gibb the scope of this programme has increased dramatically.

Each hub began with four specialists and train four more each year and will continue this trend until 2020. Each specialist will mentor six or seven schools over the period of a year. The trainee specialists will focus on their school development for a year and then take on schools of their own to mentor.

This mentorship willl consist of Teacher Research Groups that involve the group visiting the specialist school collaboratively planning, observing and reflecting on the practices of teaching for mastery. Funding from the DfE via the maths hubs will contribute to the cover required for these TRGs to take place. 

A teacher research group is an ongoing vehicle for collaborative professional development within a school or across a group of schools with the specific prupose of supporting classroom practice, subject knowledge and professional practice of all the teachers involved.

Many schools have already begun to undertake teaching for mastery development within their schools and are encouraged to engage in the teacher research group strategy of development. To support the schools that have completed the year of mentoring with a specialists SYMH provide further support for schools to continue their ongoing development.

How does my school benefit from this?

Specailsts will receive national training to support their school and subsequently other local schools

TRG participating schools will work alongside specialists in teacher research groups for one year.

SYMH will facilitate an opportunity for schools to participate in the "roadmap" introductory programme prior to the national training to allow colleagues to begin to address teaching for mastery issues and pronciples within their own schools

Non-participating schools can access the resource materials produced locally and nationally to explore aspects of teaching for mastery

How can I engage with this work group?

Expressions of interest to become a participating TRG school in the academic year 2018/9 can now be made by emailing Georgina Brown at This email address is being protected from spambots. You need JavaScript enabled to view it. Schools are recommended to consider participation in the Introductory Roadmap year to support any subsequent applications.

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Cohort 1 Teaching for Mastery Specialists

Jon Brailey, Wath Central, Rotherham

Sarah Holman, Porter Croft, Sheffield

Vicki John-Lewis, Hayfield Lane, Doncaster

 

Cohort 2 Teaching for Mastery Specialists

Jodie Burgin, St John the Baptist, Barnsley

Michelle Knott, Wombwell Park Street, Barnsley

Gemma Briggs, St Anns, Rotherham

Paul Brannigan, Wath Victoria, Rotherham

Raajini Sritharan, St Thomas of Canterbury, Sheffield

Cohort 3 Teaching for Mastery Specialists

Ben Burrell, Byron Wood, Sheffield

Hannah Hurford, Eyam, Derbyshire

Kieran Taylor, Owler Brook, Sheffield

Jennifer Netwon-Smith, Broom Valley, Rotherham

Liam Petitt, Hoyland Springwood, Barnsley

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2016/7 Teacher Research Group Schools

Mapplewell Primary, Barnsley
Prince Edward Primary, Sheffield
Saltersgate Junior School, Doncaster
Windmill Hill Primary, Sheffield
Wybourn Community Primary, Sheffield
Brunswick Community Primary, Sheffield
Greystones Primary, Sheffield
Hallam Primary, Sheffield
Oasis Academy, Sheffield
Watercliffe Meadow, Sheffield
Woodhouse West Primary, Sheffield
Hunningley Primary, Barnsley
John Harrison Primary, North Lincs
Norfol Community Primary, Sheffield
Thorne Green Top Primary, Doncaster
Worlaby Academy, N Lincs
Worsborough Bank End, Barnsley
E-Act Pathways Academy, Sheffield
 
2017/8 Teacher Research Group Schools
 
Anston Hillcrest Primary
Anston Park Infant School
Athersley North Primary
Athersley South Primary
Barnburgh Primary school
Bentley High Street Primary
Blackburn Primary School
Bramley-Sunnyside Infant School
Brinsworth Howarth Primary
Brinsworth Manor Jr School
Canklow Woods Primary
Dore Primary
East Dene Primary
Eyam CoE Primary
Fox Hill Primary
Hatfield Academy
Herringthorpe Infant School
Hexthorpe Primary Academy
High Hazels Academy
Hinde House 2-16 School : Primary Phase
Hunter's Bar I & J School
Kilnhurst Primary
Kingfisher Primary
Kiveton Park Infant School
Lakeside Primary
Laughton J & I School
Lowfield Community Primary
Lydgate Infant School
Monteney Primary
Our Lady and St. Joseph’s Catholic Primary School
Rawmarsh Rosehill Junior School
Rawmarsh Thorogate School
Redscope Primary
St Oswald's Academy
Swinton Fitzwilliam Primary
Thrybergh Fullerton CE Primary Academy
Tinsley Meadows Primary
Toll Bar Primary
Wath C of E Primary School
Waverley Academy
West Road
Wickersley Northfield Primary
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Early Years Preparing for "Mastery"

The "Preparing early years children for schools engaged in teaching for mastery" work group is to be led by SYMH's teaching for mastery specialist Vicki John-Lewis

To register an interest in engaging with this work group please email Vicki at This email address is being protected from spambots. You need JavaScript enabled to view it.

See below for details of work group, the schedule of work group activity will be updated on this page as appropriate.

Date Workshop Venue Time
TBC Session 1 Hayfield Lane TBC
TBC Session 2 Hayfield Lane TBC
TBC Session 3 Hayfield Lane TBC
TBC Session 4 Hayfield Lane TBC
TBC Session 5 Hayfield Lane TBC
TBC Session 6 Hayfield Lane TBC

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Other Early Years issues

A publication from the Fair Education Alliance has been brought to our attention by John Pearson -  Closing the attainment gap in maths: a study of good practice in early years and primary settings. - that makes interesting reading.

John Pearson is Early Years Rep for National Association for Maths Advisors and has worked with SYMH from its inception.

John Pearson of JMP Support Ltd is a holder of the NCETM CPD Standard and NCETM Professional Development Accredited Lead

Registered company number 8185918.

Phone 07960 167408

Please also see below for links to additional reading provided by John

 

DEPARTMENT FOR EDUCATION

Early Years Foundation Stage

Early Years Foundation Stage Statutory Guidance

www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

Early Years Outcomes www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf

Baseline assessment information for schools

http://www.foundationyears.org.uk/2015/02/reception-baseline-for-schools-guide-for-schools/

Early Years Foundation Stage Profile (EYFSP)

Handbook

https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook

Exemplification materials:

Numbers: www.gov.uk/government/uploads/system/uploads/attachment_data/file/360535/ELG11___Numbers.pdf

Shape, space and measures: www.gov.uk/government/uploads/system/uploads/attachment_data/file/360537/ELG12___Shape__space_and_measures.pdf

Data from EYFSP 2014-15

www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2014-to-2015

All Party Parliamentary Group for maths and numeracy

http://www.appgmathsnumeracy.org.uk/
Direct link to 2015 report on early years maths and numeracy: www.nationalnumeracy.org.uk/sites/default/files/media/appg_paper_-_eys.pdf

Government commissioned review

Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools (Williams Report, 2008)

http://webarchive.nationalarchives.gov.uk/20130401151715/https:/www.education.gov.uk/publications/eOrderingDownload/Williams%20Mathematics.pdf

 

FOUNDATION YEARS – Government funded website providing news, updates and information about development in early years.

Case studies and information linked to mathematical development in the early years:

http://www.foundationyears.org.uk/2015/03/working-together-in-a-geographical-cluster-to-raise-achievement-in-mathematics/

http://www.foundationyears.org.uk/2015/03/focus-on-maths-development-at-a-nursery-school/

http://www.foundationyears.org.uk/pedagogy-early-learning/outcomes/

OFSTED resources to support those working in early years

Ofsted survey reports on early years provision:

2013 - Achieving and maintaining high quality early years provision – Getting it right first time (the importance of strong leadership)

www.gov.uk/government/publications/achieving-and-maintaining-high-quality-early-years-provision-getting-it-right-first-time

2014 – Are you ready? Good practice in school readiness

www.gov.uk/government/publications/are-you-ready-good-practice-in-school-readiness

2015 - Teaching and Play in the early years - A Balancing Act

www.gov.uk/government/publications/teaching-and-play-in-the-early-years-a-balancing-act

Case studies: although not specifically related to mathematics, the following link has case studies detailing examples of good practice in early years:

www.gov.uk/government/collections/ofsted-examples-of-good-practice-in-early-years

 videos of good practice in early years:
Getting it right first time videos (x 6):
www.youtube.com/playlist?list=PLLq-zBnUkspMMUL1Knh4r1V-QETa5yVHu

Teaching and play in the early years videos (x 4):

www.gov.uk/government/publications/teaching‑and‑play‑in‑the‑early‑years‑a‑balancing‑act

NATIONAL ORGANISATIONS PROMOTING MATHEMATICAL DEVELOPMENT

  1. Advisory committee on maths education (acme)
    Article by Sue Gifford related to early years: Early years mathematics: how to create a nation of mathematics lovers?

    www.acme-uk.org/maths-memos-acme-blog/2014/12/19/early-years-mathematics-how-to-create-a-nation-of-mathematics-lovers
  2. NRICH is a team of qualified teachers who are also practitioners in RICH mathematical thinking. NRICH offers advice and support to both learners and teachers of mathematics.
    Their website contains a wide range of resources for early years maths: https://nrich.maths.org/early-years
  3. National numeracy:
    Useful article on attitudes towards maths:
  4. www.nationalnumeracy.org.uk/what-do-we-offer-eys-primary

National Centre for Excellence in Teaching Mathematics (NCETM)

Early years forum and discussion in ‘Communities’:

https://www.ncetm.org.uk/enquiry/

National Association of Maths Advisers (NAMA)
UK based professional association open to all seeking to improve mathematics education beyond their own organisation and includes advisers, consultants, lecturers, researchers and inspectors. Conferences and forum debate for members.

http://www.nama.org.uk

STEM Learning
Early years resources:

https://www.stem.org.uk/search?search_query=Early%20years&f%5B0%5D=field_subject%3A52&f%5B1%5D=field_age_range%3A96

 

NATIONAL ORGANISATIONS SUPPORTING EARLY YEARS AND CHILDCARE PROFESSIONALS

Professional Association for Childcare and Early Years (PACEY)
Ideas to support the development of mathematics in the early years and link to resources to purchase:
https://www.pacey.org.uk/news-and-views/pacey-blog/october-2015/how-do-you-support-the-development-of-maths-in-the/

National Day Nurseries Association (NDNA)
NDNA have funding to promote mathematics through a ‘Maths Champion’ scheme:

www.ndna.org.uk/NDNA/Community/Maths_Champions.aspx
NDNA also offer on-line training on developing mathematical thinking in early childhood. Details can be found here:

http://www.ndna.org.uk/Search?SearchTerms=Mathematics

 4children

Useful links to conference materials from 2015 Conference entitled ‘Re-connecting with maths’

http://4children.org.uk/Event/Detail/Re-connecting-London

Pre-School Learning Alliance
Resources to purchase and free training for members

https://www.pre-school.org.uk/

Early Education
Resources, including free downloadable information sheet ‘Maths is Everywhere’, and learning outcomes document ‘Development Matters’, to support those working with young children.
https://www.early-education.org.uk/publications-resources

RESOURCES FROM SCHOOLS / COLLABORATIONS worth looking at

http://earlyyearsmaths.e2bn.org/resources.html

http://www.childrens-mathematics.net/login.htm

WORKING WITH PARENTS TO SUPPORT MATHS IN EARLY YEARS
Guide for parents about development of young children and what to expect at different ages:

http://www.foundationyears.org.uk/2015/06/what-to-expect-when-a-parents-guide-2/

 Useful resources / factsheets to share with parents

http://www.early-years.org/parents/docs/maths-through-play.pdfhttp://www.familymathstoolkit.org.uk/

https://www.school-portal.co.uk/GroupDownloadFile.asp?GroupID=1149063&ResourceId=4938361

http://www.education.vic.gov.au/Documents/school/parents/primary/201literacymathstips2011.pdf

http://www.teachingyourchild.org.uk/maths.htm

BBC:
http://www.bbc.co.uk/cbeebies/grownups/help-your-child-with-maths

National Children’s Bureau:
Research document:

http://www.ncb.org.uk/media/1158876/ncb_making_maths_real_august_2014.pdf

RESEARCH

The Organisation for Economic Co-operation and Development (OECD)
International research into the effectiveness of practice in early years in different countries:
http://www.oecd.org/edu/school/earlychildhoodeducationandcare.htmReview of pedagogy in England:

http://www.oecd.org/unitedkingdom/early-childhood-education-and-care-pedagogy-review-england.pdf

British Society for Research into Learning Mathematics
Article by Sue Gifford (February 2015)

http://www.bsrlm.org.uk/IPs/ip35-1/BSRLM-IP-35-1-01.pdf

Institute of Education

Effective Pre-School, Primary & Secondary Education (EPPSE) Project – longitudinal study researching if early education has a lasting influence on children:

http://www.ioe.ac.uk/research/153.html

 

Maths teaching in Hungary

https://www.teachingchannel.org/videos/teaching-elementary-math-hungary

Warwick University:
‘Policy- to-practice contexts for early childhood mathematics in England’

http://wrap.warwick.ac.uk/46581/1/WRAP_Aubrey_290612-wrap.pdf

Childhoods Today (University of Sheffield)
On-line journal for childhood studies

‘Positive and negative: an exploration of the impact of the personal dispositions of early years practitioners on their teaching mathematics to young children.’

http://www.childhoodstoday.org/search.php?terms=mathematics

National numeracy:

The debate about a maths gene:

http://www.nationalnumeracy.org.uk/research-debate-about-maths-gene

Ireland: National Curriculum and Assessment:
http://ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Primary-Education/Primary_Developments/Maths/Review-and-Research/Review-and-Research.html

http://ncca.ie/en/Publications/Reports/NCCA_Research_Report_17.pdf

http://ncca.ie/en/Publications/Reports/NCCA_Research_Report_18.pdf

 

 



 

 

 

 

 

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Roadmap to Mastery

The "Roadmap to Mastery" initiative is the South Yorkshire Maths Hub’s strategy for enabling schools the opportunity for all their staff to embark on a sustained programme of professional development to help support them in developing a "Teaching for Mastery" strategy towards Maths learning. The target is to enable all schools in the region to access the national specialist mentor programme within the next four years and is being run in conjunction with the national initiative announced by Nick Gibb in 2016

How to access the "Roadmap" programme.

The 5-day introductory programme for schools will be available to schools from autumn 2017/8 in the following areas: Doncaster, Rotherham, Sheffield & North Derbyshire, see below for details.

Venues for 5 day introductory model.

Doncaster - POSTPONED - new venue and dates to be announced soon.

North Derbyshire - Eyam Primary School - FULL

Sheffield - POSTPONED - new veue and dates to be announced soon.

Rotherham - Rockingham Professional development Centre - FULL

Rotherham's School Improvement Partnership is providing the programme for Rotherham coordinators for further details contact Georgina Brown at This email address is being protected from spambots. You need JavaScript enabled to view it. 

For advice and support in accessing the most appropriate programme for your school, contact This email address is being protected from spambots. You need JavaScript enabled to view it. and we will endeavour to contact you and if necessary visit you at a mutually convenient time to discuss your needs. For those preferring the twilight model these will still be available from teaching schools, see below.

The introductory twilights of the programme can now be booked from participating Teaching Schools.

Barnsley TSA : To book email Holly Grimshaw This email address is being protected from spambots. You need JavaScript enabled to view it. FLYER

Escafeld TSA : To book email This email address is being protected from spambots. You need JavaScript enabled to view it. FLYER

Hallam TSA : To book email Patricia Parish This email address is being protected from spambots. You need JavaScript enabled to view it. FLYER

Learning Unlimited : To book email Anita Bray This email address is being protected from spambots. You need JavaScript enabled to view it. FLYER

Schools can either contact their local TSA directly (see links above) or register expressions of interest to participate in the programme by emailing This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Year 2 working with the specialists

Applications for the second year of the programme will genereally be made in Spring of each year and announcements of deadlines and application procedures will be made through the newsletters and via this website. Places are limited (approximately 80 in 2018/9) schools may email expressions of interest to Georgina Brown to ensure they get the latest updates and advice of how to apply.

Please note that one aspect of any selection criteria is the preparedness of a school to access the national programme. It is for this the introductory programme was developed and whilst not mandatory does help schools develop to a point where they can make the most of the "second" year.

R17c

 next steps

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Teaching for Mastery in Primary

Quick links to work group pages (click on sub-headings)

Early Years, preparing for teaching for mastery

Teacher assistants, subject knowledge enhancement

Roadmap to mastery, introductory programme

Primary spcialists & teacher research group programme

Intervention to support pupil progress

Developing Mathematical Fluency

Lesson design in teaching for mastery

Evidencing pupil progress & deeper understanding

Supporting SEND pupils in teaching for mastery

 

Is "Teaching for Mastery" copying the Chinese?

Much has been made in the press of schools in England adopting a Shanghai appropach to teaching maths. Whilst maths hubs nationally are committed to support schools develop effective and aspirational teaching & learning strategies what is not being suggested is a simple "parachuting" of Chinese culture and pedagogy into our schools. However seeking to learn from the most succesful practitioners both nationally and internationaly would only be common sense and reflecting on both current practices and past research and how this can benefit our students should be a key responsibility for teachers.

What seems to have emerged and enthusiastically welcomed by teachers is a focus on developing pupils true understanding of the fundamental structures of maths. Knowing how to complete a mathematical technique is not enough but to know why it works and when it is appropriate to apply this technique and how this fits into the wider structure of maths reveals a much deeper understanding.

Terms like fluency and mastery on their own may be too easily misinterpreted either through misunderstanding or a cynical view, but the principles of the so called "Shanghai" or "Singaporean" methods of teaching maths are in line with Skemp's comparison of Instrumental and Relational Understanding written 40 years ago.

Maths hubs and the NCETM are using the term "Teaching for Mastery" to label this newly emerging set of principles and pedagogies which are a blend of "re-discovered" strategies (although I'm sure there are many professionals who would rightly claim they have been sticking to these principles for years) and successful East Asian practices. BUT it is teachers in England who will eventually determine what Teaching for Mastery becomes.

The South Yorkshire Maths Hub reflects the national view that teachers need to develop over time through professional reflection and collaboration. Not every school will develop at the same pace nor will they choose the same focus for development. Teachers and schools are the experts for the children in their care and leaders will no doubt be wary of wide ranging revolutionary change opting instead for evolutionary development. SYMH will endeavour to support schools make the most appropriate step for them and provide suitable options for self-development within a growing culture of collaboration.

To this end there are a number of programmes available for schools to access. These are featured on this website and highlighted in the monthly newsletters but for further information we encourage you to contact us to discuss your needs by emailing This email address is being protected from spambots. You need JavaScript enabled to view it. We would also bring schools' attention to the articles and resources featured on the NCETM website https://www.ncetm.org.uk/resources/47230 some of which we have drawn upon to help exemplify current thinking in the article below.

Teaching for Mastery

Since mastery is what we want pupils to acquire (or go on acquiring), rather than teachers to demonstrate, we use the phrase ‘teaching for mastery’ to describe the range of elements of classroom practice and school organisation that combine to give pupils the best chances of mastering mathematics.

And mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject. At any one point in a pupil’s journey through school, achieving mastery is taken to mean acquiring a solid enough understanding of the maths that’s been taught to enable him/her move on to more advanced material

The essential elements are contained in this paper published in June 2016. The essential elements NCETM June 2016

Developing and incorporating teaching for mastery into every day school practice is going to take time and the aim of SYMH is to enable schools to access ways in which this can be done from providing introductory presentations, programmes of develpoment for maths coordinators and facilitating the national programme of teaching for mastery specialists to mentor participating schools.

Part of these programmes are to introduce and look at in more depth five big ideas around teaching for mastery.

Five big ideas

5 bi ideas

Clearly in order to fully explore what these big ideas mean in the context of the classroom and every day school practice we encourage schools to engage in the professional development programmes being offered, but a summary of some of the aspects within these ideas are..

 5 coherence

5 F1

5 F2

5 RS1

5 RS2

5 V1

5 V2

5 V2

5 V3

5 MT1

5 MT2

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Developing Mathematical Fluency

31-10-2017 Hits:83

The "Developing Mathematical Fluency" work group is to be led by Amanda Marsh. There is a launch event for this work group on 27th November at St Wilfrid's Primary, Sheffield 4 - 6pm. To...

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Evidencing pupil progress

25-07-2017 Hits:365

The "Showing evidence of pupil progress" work group is to be led by local network leaders across the region and will be co-ordinated by Georgina Brown the Mastery Lead for the South Yorkshire...

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Lesson design in Teaching for Mastery

25-07-2017 Hits:355

The "What makes an excellent lesson design?" work group is to be led by Georgina Brown  To register an interest in engaging with this work group please email Georgina at gbrown@symathshub.org.uk Details of...

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Intervention to support pupil progress

25-07-2017 Hits:307

The "Researching & trialling models of intervention to support pupil progress" work group is to be led by Delia Evans. To register an interest in engaging in this work group you can...

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Teacher Assistants SKE

25-07-2017 Hits:366

The Maths Subject Knowledge Enhancement for Teacher Assistantswork group is to be led by Judith Copley & Magdalene Lake. There will be two cohorts of this work group one based in...

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Supporting SEND pupils in mastery

30-09-2016 Hits:923

'We would like to say a huge thank you to the 35 schools who came to the first workshop on 25th October. The workshop was a huge success and we...

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Primary Maths Teaching for Mastery Speci…

17-08-2016 Hits:1059

The primary mastery specialist programme began in 2015/6 but following an announcement in July 2016 by schools minister Nick Gibb the scope of this programme has increased dramatically. Each hub began...

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Early Years Preparing for "Mastery…

04-12-2015 Hits:4121

The "Preparing early years children for schools engaged in teaching for mastery" work group is to be led by SYMH's teaching for mastery specialist Vicki John-Lewis.  To register an interest...

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Roadmap to Mastery

19-08-2015 Hits:3239

The "Roadmap to Mastery" initiative is the South Yorkshire Maths Hub’s strategy for enabling schools the opportunity for all their staff to embark on a sustained programme of professional development to help support them in...

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