North-East Hants and Surrey Maths Hub Summer Conference 2021

The new EYFS framework becomes statutory in September. This session will develop insight into the Early Learning Goals for reception and prepare schools for effective implementation. How can it close the gap on attainment to ensure that ALL children leave Reception with secure foundations and positive attitudes that breed success as they progress into KS1.

Debbie Morgan holds a national role as Director of Primary Mathematics at the National Centre for Excellence in Teaching Mathematics. She has previous experience as a Primary teacher, Headteacher, Mathematics Advisor and Senior University Lecturer in Mathematics Education. Her current responsibilities include providing advice and expertise to the Department for Education regarding the development and implementation of mathematics policy across England. She has been the mathematics consultant on the BAFTA award winning BBC programme ‘Numberblocks since its creation and regularly receives requests to speak at conferences across the country. In 2020 Debbie was awarded a CBE for services to education in the Queens Birthday Honours.

The first few years of a childs life are especially important for mathematical development and it is important to build firm foundations that are engaging, and appropriate to the age of the child. This session will focus on the new curriculum materials for EYFS and how we can promote resilient, capable and confident mathematicians. We will look at the six key areas of early mathematical learning, which collectively provide a platform for everything a child will encounter as they progress through primary school and beyond.

This session is designed to give teachers of mixed age classes some practical suggestions on how to maximise learning time. It will focus on mixed age classes that have two year groups in one class from Year 1 to Year 6. You will gain tips and ideas about mixed age teaching linked to the White Rose Maths Schemes of Learning that you can take straight into your classroom.

Louise Collinson is a Primary Maths specialist at White Rose Maths.

This workshop focus on action research Clare and her colleagues have conducted in school over the last 10 years, trying to find out how to support all children to achieve factual fluency. It's been a fascinating journey: there are some similarities between the approaches we now take to developing fluency in the two types of facts, but some real differences too. We will look at the research and practice of how to achieve factual fluency for all the children in your school.

Clare is a primary school teacher and maths SLE in Bristol. She has also led workgroups for the Boolean Maths Hub, and been involved in writing the NCETM PD materials, and the 2020 non-statutory guidance.

Tom and Deb will talk from a headteacher's perspective about why school leaders should consider investing in a teaching for mastery approach across their school. They will direct school leaders to evidence the underpins a mastery approach and describe "what it looks like" for a school , outlining any cultural shifts that may need to take place. Tom and Deb will share how they implemented a mastery approach in their own schools and the challenges they faced along the way. Participants will also get an idea of opportunities available to them with the Maths Hub which will help them on their journey towards improved outcomes in maths.

Tom is Headteacher at St Joseph's in Guildford. He trained as a Mastery Specialist Teacher with the NCETM's first national cohort of specialists. He was lucky enough to spend two weeks in Shanghai and subsequently host his Chinese counterparts back in the UK, where they modelled world-class maths teaching for colleagues locally.

Deb became Headteacher at St Hugh of Lincoln in Woking in 2019, after working with the school as an SLE to improve outcomes in maths. Prior to that, she was Deputy Director of the Surrey Plus Maths Hub at St John the Baptist secondary school, while teaching at South Farnham Primary School. During her time at the Maths Hub, she trained as a primary mastery specialist with the NCETM.

The presentation will share the findings of three cohorts of Work groups in the London South West Maths Hub, exploring the graduated response to Maths Difficulties and sharing which simple adjustments can be used to support pupils with SEND within the classroom. A guidance document, will be available this summer.

Janet Goring is Manager of the Wandsworth Literacy and Numeracy Support Service, one of the very few LA services to offer weekly support to students experiencing Maths difficulties. She has a Masters in Specific Learning Difficulties, with a particular interest in Maths, having formerly been an AST for Maths.

Research shows that using books and story contexts helps young children to learn maths. This session will consider a range of ways to do this, promoting problem solving through practical activity and discussion. There will be some (hopefully) less familiar books with inviting scenarios for exploration, prompting spatial as well as numerical reasoning.

Dr Sue Gifford, recently of the University of Roehampton, works to promote early years maths with practitioners and various bodies including NCETM, DfE and NRICH. She chairs the Early Childhood Maths Group and her current interests include the development of pattern and spatial reasoning

Purposeful and targeted intervention is an integral part of teaching for mastery. This session will explore the different models of intervention seen when teaching for mastery. This session will include:

• Exploration of 'Keep up' interventions such as same day, pre-teaching and ready to progress intervention models
• An Embedding school case study presentation regarding the implementation and impact of a pre-teaching
• Helpful resources and models will be shared during the session to support your school's continual development in maths mastery.

Kirsty is currently a Mastery Specialist, Professional Development Lead and Head of Assessment and Maths at All Saints Junior School in Fleet

Tom and Deb will talk from a headteacher's perspective about why school leaders should consider investing in a teaching for mastery approach across their school. They will direct school leaders to evidence the underpins a mastery approach and describe "what it looks like" for a school , outlining any cultural shifts that may need to take place. Tom and Deb will share how they implemented a mastery approach in their own schools and the challenges they faced along the way. Participants will also get an idea of opportunities available to them with the Maths Hub which will help them on their journey towards improved outcomes in maths.

Tom is Headteacher at St Joseph's in Guildford. He trained as a Mastery Specialist Teacher with the NCETM's first national cohort of specialists. He was lucky enough to spend two weeks in Shanghai and subsequently host his Chinese counterparts back in the UK, where they modelled world-class maths teaching for colleagues locally.

Deb became Headteacher at St Hugh of Lincoln in Woking in 2019, after working with the school as an SLE to improve outcomes in maths. Prior to that, she was Deputy Director of the Surrey Plus Maths Hub at St John the Baptist secondary school, while teaching at South Farnham Primary School. During her time at the Maths Hub, she trained as a primary mastery specialist with the NCETM.

‘An Introduction to Dyscalculia aims to help you understand the difficulties this little-known SpLD can lead to and how to identify those students affected. It will also suggest ways in which students with dyscalculia, or less severe maths learning difficulties, can be supported in class, as well as sharing useful resources.

Following a career in primary teaching, Amanda qualified as one of the first specialist dyscalculia teacher assessors in the UK in 2019. Currently working as a 1:1 dyscalculia teacher in a specialist independent school, Amanda also runs an online tutoring business.

An insight into the work of the Year 5-8 Continuity Workgroup, which brings together teachers from Key Stage 2 and 3 to work together to gain knowledge and understanding of the curriculum in the adjacent key stages and provide them with a deeper understanding of expectations and attainment. Through discussion we will aim to strengthen the transition from primary to secondary school by focussing on curriculum and pedagogical continuity over Years 5 to 8.

Carol is a secondary trained maths teacher, passionate about Teaching for Mastery. She has worked as a Primary Maths Lead and was a participant in a Yr5-8 Workgroup before leading one of the two groups this year.

In this session we will consider how using a Concrete Pictorial Abstract (CPA) approach in teaching maths across the school can be used to support children to develop a deeper understanding of mathematical concepts and develop greater fluency. We will look at a range of different manipulatives and representations and how these can be used effectively across different year groups.

Rachel is Headteacher of a primary school in Bracknell Forest. Prior to that she was a Headteacher in Surrey and worked closely with the Maths Hub. Rachel was maths subject leader for a number of years throughout her primary school career and is passionate about children having the confidence to ‘have a go in maths

This session will focus on setting up quick wins and creating a long-term vision for multiplication bonds in your school. We will look at progression and planning for a coherent journey through the primary phase and consider the elements that make excellent teaching in this area, aiming for embedded fluency and automaticity in all of our students.

Jo is an experienced Maths Specialist Teacher, Mastery Specialist Teacher and one of the NEHS Primary Leads for Mastery. She is also passionate about children learning their times tables for life-long use, not just for a test!

The session will give information about where Potley Hill were in Maths before starting their journey to mastery, supported by NEHSMaths Hub as part of a TRG. It will explain the steps they took along the way to develop children's confidence and fluency leading to greater mastery of the Maths curriculum.

Natalie has been working in Hampshire schools for the last 18 years and is currently Assistant Headteacher at Potley Hill Primary in Yateley. With around 16 years experience of being a Maths lead, over the last couple of years she has been responsible for developing the Teaching for Mastery in Maths across both KS1 and 2 at Potley Hill.

This session is centred around an interview with Heidi Delaney, the Maths Lead at a SEND school on how to develop and embed Teaching for Mastery in a SEND setting, providing useful advice and insights for those both in SEND and mainstream school settings.

Ann-Marie Hing and Alison Davies are both experienced Primary Mastery Specialists who have worked with the Maths Hub for many years, helping schools develop and embed and sustain Teaching for Mastery. Heidi Delaney is a Primary Special Needs Teacher, Maths Lead and Leader of Learning at Samuel Cody School.

If you are interested in encouraging mathematical talk, reasoning, deeper understanding and daily practice using a hands-on visual method, then this Introductory session on the Rekenrek is for you! You will get a chance to try it out virtually and learn the basics. You truly have to see it to believe it. Join in on the rekenrek workshop and you too will be singing the praises of this simple tool.

Amy is an author, presenter, primary maths specialist, SLE and university professor. She has an infectious passion and enthusiasm for teaching which will be obvious during her presentations.

This session will provide you with an opportunity to reflect on how a maths curriculum can be shaped using the Primary Mathematics Guidance and to consider how subject knowledge plays such an important role in how a curriculum is implemented.

As Assistant Director for the NCETM (Primary), Elizabeth has worked on several projects such as the Primary Professional Development materials and the DfE Primary Maths Guidance.

In this session we will look at the progression in last summer's non statutory guidance for introducing division, with a particular focus on quotitive and partitive structures. We will go deep into thinking about the sequencing of introducing these structures: the conceptual pre-requisites we need to make sense of each, and how they correspond to symbolic notation. It will be helpful if you have 15 small cubes/counters/objects to hand for this session.

The session will give information about where Potley Hill were in Maths before starting their journey to mastery, supported by NEHSMaths Hub as part of a TRG. It will explain the steps they took along the way to develop children's confidence and fluency leading to greater mastery of the Maths curriculum.

Natalie has been working in Hampshire schools for the last 18 years and is currently Assistant Headteacher at Potley Hill Primary in Yateley. With around 16 years experience of being a Maths lead, over the last couple of years she has been responsible for developing the Teaching for Mastery in Maths across both KS1 and 2 at Potley Hill.

Maths anxiety can have a devastating impact on a learner’s performance in maths. This workshop explores various factors associated with maths anxiety: how it influences a learner’s thoughts, emotions and behaviours; the role of others; gender differences; and strategies to alleviate its effects at the individual and class level. As teachers, we possess the power to mitigate maths anxiety’s effects. We will learn this is absolutely vital, if we are to prevent it potentially damaging our learners’ life chances over their lifespan.

Limes Wright has a particular interest in tackling maths anxiety, and currently teaches maths GCSE resit.

The Maths Hub offer is constantly evolving and there are a whole host of new and exciting opportunities next year. In this brief final session we will give you information on the different Work Groups and how you can sign up, as well as looking at other plans we have for '21-'22.

30% of the answers students give on my website diagnosticquestions.com are wrong. With over 100 million answers and explanations given by students all around the world, that is is a lot of mistakes and misconceptions. In this session we take a topic and delve deep into some of the most persistent, surprising and interesting misconceptions students hold. Where do these misconceptions come from? Could some of our teaching be to blame? And what on earth can we do about them? This is an interactive session, with plenty of opportunities to reflect on our own practice, lots of free resources to use, and more than a few chances to play Guess the Misconception!

As more and more schools engage with Teaching for Mastery through the Maths Hubs programme and beyond, there are still a good number who are wondering what the fuss is all about. Is this just trying to transfer a Far Eastern model to the UK? Is it a Scheme of Work? Am I going to be told how to teach? These are just some of the questions we regularly get asked. The truth is as schools embark on their Mastery journey they set an action plan that is relevant to them and this is crucial! However, there are some key Big Ideas and principles than underpin all of this. In this session we will look at what Teaching for Mastery is, what its not, what are these key ideas and principles and crucially how can they benefit all out students.

Simon is Maths Hub Lead for NEHS Maths Hub and Assistant Headteacher at St John the Baptist School, Woking.

An awareness of ideas around mathematical resilience in students can help teachers to differentiate with regards to attitude instead of content, which can lead to improvements in student attainment. Knowing and sharing this knowledge with your students can help them focus on developing their own mathematical resilience, leading to improvements in their attitudes and feelings towards mathematics. You will be shown how to measure, track, and begin improving your students mathematical resilience.
Richard currently teaches at ACS International School Cobham, having taught GCSE, A-Level and the International Baccalaureate at schools in the UK and Japan over the past ten years.

How do we teach our students to become good mathematicians?

In this session, Rob will share some strategies and resources to help develop resilience, independence and understanding in the A level classroom.

Rob has been teaching Mathematics for ten years and has taught Further Maths for the last five. He has previously worked as a Key Stage Five Coordinator.

In March 2020 Rob set up a YouTube channel, Maths in an empty classroom, to support A level students with remote learning. Rob also joined Twitter and have been overwhelmed by the generosity of the Maths teaching community.

In this session Teresa will share learnings about leading change in a department: the biggest challenges, strategies that have been successful, and plans for the next steps. There will also be lots of opportunities for collaboration with other HoDs and to discuss what approaches will work best in your school setting.

Teresa trained in the first cohort of Secondary Mastery Specialists and spent two years working with her department to establish Teaching for Mastery. Subsequently joining All Hallows Catholic School as Head of Department, Teresa has been establishing and embedding TfM for the last 3 years.

The presentation will share the findings of three cohorts of Work groups in the London South West Maths Hub, exploring the graduated response to Maths Difficulties and sharing which simple adjustments can be used to support pupils with SEND within the classroom. A guidance document, will be available this summer.

Janet Goring is Manager of the Wandsworth Literacy and Numeracy Support Service, one of the very few LA services to offer weekly support to students experiencing Maths difficulties. She has a Masters in Specific Learning Difficulties, with a particular interest in Maths, having formerly been an AST for Maths.

In this session Jess and Mark will explore the NRICH five steps to support Mathematical Thinking. They will take you through an accessible example that could be used to prepare pupils for the reasoning and problem-solving challenges across all key stages and introduce some key techniques including ‘Withholding Key Information and ‘Chains of Reasoning.

Jess and Mark are both Maths teachers at Guildford County School. They have completed the Teaching for Mastery 2-year programme and are currently working towards their NCETM PD Lead Evaluation accreditation.

It is a regular feature of primary maths lessons that pupils represent the maths they are doing in class in various ways, but this seems to disappear in many secondary schools! Research shows this is still so important, and we should be aiming to keep a coherent journey for our pupils, so this session will look at a number of key representations that could be used in Key Stage 3.

Tom Manners is an NCETM Teaching for Mastery specialist, as well as PGCE tutor and SLE. He has shared a number of maths pedagogy videos and interviews on his website: www.tommanners.co.uk

‘An Introduction to Dyscalculia aims to help you understand the difficulties this little-known SpLD can lead to and how to identify those students affected. It will also suggest ways in which students with dyscalculia, or less severe maths learning difficulties, can be supported in class, as well as sharing useful resources.

Following a career in primary teaching, Amanda qualified as one of the first specialist dyscalculia teacher assessors in the UK in 2019. Currently working as a 1:1 dyscalculia teacher in a specialist independent school, Amanda also runs an online tutoring business.

An insight into the work of the Year 5-8 Continuity Workgroup, which brings together teachers from Key Stage 2 and 3 to work together to gain knowledge and understanding of the curriculum in the adjacent key stages and provide them with a deeper understanding of expectations and attainment. Through discussion we will aim to strengthen the transition from primary to secondary school by focussing on curriculum and pedagogical continuity over Years 5 to 8.

Carol is a secondary trained maths teacher, passionate about Teaching for Mastery. She has worked as a Primary Maths Lead and was a participant in a Yr5-8 Workgroup before leading one of the two groups this year.

This session will cover an overview of Variation and how it fits within Teaching for Mastery in Mathematics as well as looking at how we can design tasks that ensure students have a depth of understanding within a small key learning point.

Sam is the Secondary Teaching for Mastery Lead at North-East Hants and Surrey Maths Hub and is also a Secondary teacher at Weydon School. She is passionate about ensuring all students have a rich and in depth experience in maths and how implementing Teaching for Mastery can support this vision.

In this session Teresa will share learnings about leading change in a department: the biggest challenges, strategies that have been successful, and plans for the next steps.

There will also be lots of opportunities for collaboration with other HoDs and to discuss what approaches will work best in your school setting.

Teresa trained in the first cohort of Secondary Mastery Specialists and spent two years working with her department to establish Teaching for Mastery. Subsequently joining All Hallows Catholic School as Head of Department, Teresa has been establishing and embedding TfM for the last 3 years.

In this session Pete will explore how we might introduce pupils to structures that underpin symbolic algebra, prompting pupils to think algebraically.

Peter Mattock is an Assistant Principal, the Secondary Teaching for Mastery Lead for the East Midlands South Maths Hub, and the author of Visible Maths: Using Representation and Structure to enhance mathematics teaching in schools

Maths anxiety can have a devastating impact on a learner’s performance in maths. This workshop explores various factors associated with maths anxiety: how it influences a learner’s thoughts, emotions and behaviours; the role of others; gender differences; and strategies to alleviate its effects at the individual and class level. As teachers, we possess the power to mitigate maths anxiety’s effects. We will learn this is absolutely vital, if we are to prevent it potentially damaging our learners’ life chances over their lifespan.

Limes Wright has a particular interest in tackling maths anxiety, and currently teaches maths GCSE resit.

To be the most responsive teacher we must think about the small steps in the learning to allow for the students to have a depth of understanding and for teachers to be able to respond to the students learning affectively. We will look at how planning coherence on a micro and macro level can help us respond to the learning within a lesson.

The Maths Hub offer is constantly evolving and there are a whole host of new and exciting opportunities next year. In this brief final session we will give you information on the different Work Groups and how you can sign up, as well as looking at other plans we have for '21-'22.