Primary Projects


This Work Group will consider different models of intervention in a teaching for mastery context to ensure that mathematics teaching has maximum impact for all children. Teachers and leaders participating in this project will further their understanding of teaching for mastery by using case studies and research to inform their practice.

They will trial an intervention model of their choice in school and will document their observations to share with others as part of the national project. There will be termly meetings for participants in this Work Group with the potential for some bespoke support in participants’ own schools.

Lesson Design: planning for all learners

Refining understanding of good lesson design, and being able to use resources well, is a crucial element in developing teaching for mastery. Teachers in this Work Group will work together to plan exemplar lessons (drawing on new Mastery Professional Development Materials produced by the NCETM and Maths Hubs, and other sources of mastery resources for the classroom including textbooks) and in so doing will improve lesson design across their school.

Mixed age planning in the context of teaching for mastery

This Work Group will involve the trialling and reviewing of a range of approaches to deal with the issue of planning for mixed age classes in a mastery context. Participants will explore current work and case studies from the innovation Work Groups which have previously looked at this issue.

Teachers will be able to engage with the approaches in their own schools and evaluate the impact on pupils. The Primary Mastery Professional Development Materials will underpin the work and provide a structure for planning.

Primary Maths and SEND

SENCOs from each school will attend 1 full day and 3 half day development meetings.

The project aims to develop a systematic and coherent approach to SEND provision as part of the whole school’s mastery curriculum. Key features of teaching for mastery and implications for SEND pupils, as well as approaches to supporting pupils to develop counting and number sense, will be explored.

The project combines face-to-face training with structured in-school gap tasks, readings and activities.

Teacher and Teaching Assistant Training

We are pleased to offer free professional development sessions for both teachers and teaching assistants.

Teachers registered for the training will need to attend each of these afternoons, exploring topics including fractions, addition and subtraction, and multiplication and division in depth. Participants will gain a deeper understanding of these topics and practical ideas to put into practice in the classroom. There will be intersessional learning tasks planned between each session.

The teaching assistant professional development training has a similar structure to the teacher model.

Y5 - 8 Continuity

The project aims to improve communication between Key Stages 2 and 3 by taking an aspect of the mathematics curriculum or a pedagogical approach as the focus for the work.

Teachers from different phases work together collaboratively to develop a consistent approach to their chosen aspect through discussion, joint lesson design and delivery, observation and the development of documentation to support continuity. As a result, channels of communication are established and there is an increased focus on curriculum and pedagogical continuity at key transition points which supports children as they move from KS2 to KS3.