Leading improvement in maths education

working with schools across London Central and NW

Welcome to London Central and NW Maths Hub

Led by The St Marylebone CE School, Westminster. We are one of a network of 40 Maths Hubs in England, working together within the Maths Hubs Programme, which began in 2014. The programme is funded by the Department for Education (DfE) and coordinated by the National Centre for Excellence in the Teaching of Mathematics (NCETM). Find out more about the programme at ncetm.org.uk/mathshubs.

Map - , Barnet, Camden, Enfield, Haringey, Islington & Westminster

What's Coming Up

Curious About Mastery Open Morning

Summary

This is the perfect opportunity to find out about Mastery teaching for Mathematics and the other opportunities available to you through the Maths Hub.

Observe mastery teaching and a Teacher Research Group while learning about the ups and downs of setting out on a Mastery journey.

Dates

Friday 17 June

Mastering number

Summary

This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

Dates

Starting in the Autumn

Secondary Teaching for Mastery development work group

Summary

Secondary schools that want to introduce and embed teaching for mastery can nominate two teachers (Mastery Advocates) to join a Work Group. You will be part of a locally-based group of teachers who meet regularly to develop professional knowledge and expertise, as well as receiving bespoke, in-school support from a Mastery Specialist.

Dates

Starting in the Autumn

primary Teaching for Mastery development work group

Summary

If your school is ready to start developing a teaching for mastery approach, you can join a Work Group starting in the new academic year. Two teachers from each participating school join a Work Group, consisting of six or seven local primary schools. Each Work Group is led by a trained primary Mastery Specialist.

Dates

Starting in the Autumn

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What our participants say

Participant in the Primary Teaching for Mastery Development Work Group

Testimonial 1

We embarked on this project, to broaden and develop the quality of teaching and learning within mathematics. Our aims:

  • To increase the children’s retention of mathematical concepts
  • Improve the structure/ planning of our lessons
  • To gain professional development by watching an NCETM specialist, furthermore, to share that world-class practice with our own colleagues
  • To network with other boroughs and create links with other schools
We have been proactive in working with our colleagues to develop the teaching and learning of mathematics in our school. Staff CPD has centred around reducing the Cognitive Load for our students following the idea of ‘Keep up don’t catch up,’ a concept that is making waves through education and was a focus within our workgroup. We also wanted our staff to consider breaking down or ‘atomising’ the learning into purposeful steps and therefore a deeper retention of knowledge and skills (go slow now to go faster later). Outcomes from the workgroup:
  • Two sessions in school, with the Teaching for Mastery specialist, working with Year 1 and 2 to incorporate ‘S’ planning in order to structure learning to build on the previous lessons
  • Up to date pedagogy about the developments in mathematics
  • Access to a shared drive to liaise and share examples of good practice with other schools
  • Teachers that are more confident to teach maths as they start with the foundations of knowledge and deepen the knowledge with purposeful reasoning
Future aspirations:
  • To work with the whole school using ‘S’ planning and NCETM teaching for mastery template to drive the provision of maths forward. Atomising the learning and adapting the pedagogy accordingly
  • Continue to develop Year 1 and 2 lesson design focusing on purposeful worksheets that progressively deepen learning
  • Use our school’s Maths Progression Map to ensure children are developing core maths skills from Rec to Year 6 with an understanding of how this supports the ‘go slow now to go fastlater’ approach
  • Focus on using variation within lessons to deepen learning and ensure children are equipped with the necessary skills to transfer and apply knowledge to different contexts

Participant in the Primary Teaching for Mastery Sustaining Work Group

Testimonial 2

We have been working alongside the London Central & North West Maths hub for several years now, this includes during the pandemic. As of September 2021, we have been working within our ‘sustaining’ year. This follows our emerging and embedding years within the programme. We have been part of several different working parties, which have widened our sphere of influence and afforded us the opportunity to work collaboratively with a number of different primary schools within the North London region. During the time working with the hub, we have seen the implementation and impact of Teaching for Mastery go from strength to strength. Following end of year evaluation, it has been apparent that the confidence levels around the school as well as the effectiveness of the teaching of maths has grown year on year. This certainly feels like a sustaining year, where we are sustaining the quality-first teaching of mathematics and using the Teaching for Mastery approach to underpin everything we do within the subject.

Participant in the Secondary Teaching for Mastery Embedding Work Group

Testimonial 3

Being a part of the Teaching for Mastery Embedding Work Group has allowed me to collaborate with maths teachers from across London. It has improved my planning greatly and made me think carefully about misconceptions as I create questions for the class. Having the opportunity to observe a showcase lesson by a Shanghai maths teacher and then ask them questions about pedagogy and lesson design was really useful. What I have learned has helped shape our KS3/4 maths curriculum in school, which is being re-planned using Teaching for Mastery principles. It has also helped me break down difficult GCSE problem solving questions by understanding how to combine different aspects of maths.

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