Primary Projects

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.

Becoming 1stClass@Number: A Year 1 intervention

Becoming 1stClass@Number is a KS1 mathematics intervention for children in Year One. It can also be used  to support children in Reception during the summer term. It supports children who are working below age-related expectations and who need further support.

The programme has been developed through Edge Hill University and is part of the Every Child Counts suite of interventions.

Becoming 1stClass@Number offers children a rich and varied learning experience where lessons are engaging, active and fun, and include a wide range of games and practical activities. The mathematics teaching and learning in Becoming 1stClass@Number has been carefully structured to develop and deepen children’s number sense in relation to numbers up to 20.

Developing Lesson Planning: a focus on Variation

Three free professional development days spread across the spring and summer terms will support your school in developing lesson planning in maths. Sessions will explore how recently-published free professional development materials can be used to plan for small steps in planning and teaching. The concept of variation – one of the more challenging aspects of developing mastery – will also be explored.

Teacher and Teaching Assistant Training

We are pleased to offer free professional development sessions for both teachers and teaching assistants. The teacher professional development training will be spread across four afternoons during the academic year.

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 gap tasks planned between each session and the use of Learning Logs will enable those involved in the project to reflect on their own practice.

The teaching assistant professional development training is again spread over four afternoons with a similar structure to the teacher model. There will be two levels of training, one for new teaching assistants and one designed for more experienced members of staff.


This project 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.

Greater Depth

This project will consider how teachers can provide opportunities for all children to work at a ‘greater depth’ within the teaching for mastery context. Work will focus on developing teachers’ understanding of how to facilitate activities and questions to ensure that there is sufficient challenge for children. There will be termly meetings for participants in this Work Group with the potential for some bespoke support in participants’ own schools.

SEND Multi-Sensory Mathematics Developing multi-sensory and cross-curricular approaches to maths to raise attainment for all learners

This project will focus on developing a multi-sensory approach to learning in which all children will progress in maths regardless of their starting points. Alternative methods of delivering mathematics will be explored, so that all children can be assessed, including those with limited or no communication.

This project will be a fantastic opportunity to see how all children can access maths learning and make progress within the subject. There will also be opportunities to network with colleagues from similar settings.

The project will consist of sharing strategies that can work with any child in any classroom.