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.

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.