PRIMARY TEACHING FOR MASTERY (Introductory) WORK GROUPS

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The participants are schools who wish to develop a teaching for mastery approach. Headteacher involvement is essential, particularly during school visits and key Work Group sessions. Each school will nominate a maths lead and one other participant to participate in Work Group sessions and lead developments back in school. These participants must be empowered by the headteacher to implement and evaluate changes to school policies and practices.

Lead participants will attend six half-termly, school-based Work Groups each year, led by a Mastery Specialist, and be released from their usual duties to engage in regular school visits across 2025/26 and 2026/27. Each term, the Mastery Specialist will visit schools to support leaders in developing systems that establish and embed teaching for mastery.

Work Groups will focus on: the ‘Five Catalysts for Change’; ‘The Five Big Ideas’; ‘The Essence of Mathematics Teaching for Mastery’; the EEF Implementation Guide; and the latest Ofsted maths subject report. Participants will also explore key resources, including the NCETM’s Primary Mastery PD Materials, Curriculum Prioritisation Materials, and the 2020 DfE Maths Guidance, and consider how to use them effectively.

(Mixed-age schools will trial planning materials for Years 3/4 and 5/6, selecting a module in spring or summer to prepare for full use the following September.)

Pupil outcomes

Pupils will:

• demonstrate improved learning, evidenced by internal school data and teacher reflections

• demonstrate an improved mathematical mindset and enjoy learning the subject.

Whole-school/departmental policies and approaches

Leaders will:

• develop a shared vision for maths, involving the whole school community, with a focus on fostering positive mindsets among pupils and staff

• review existing policies, systems, and classroom practices, prioritising actions linked to the ‘Catalysts for Change’ (Vision and Culture; Subject Expertise; Mathematical Mindsets; Arithmetical Proficiency; and Systems)

• begin implementation of teaching for mastery through adopting clear principles, policies, and systems, including curriculum and staffing/timetabling, that reflect a mastery curriculum and teaching for mastery approach

• promote a collaborative learning culture, supporting deep, sustained professional learning through the implementation of professional development structures.

Practice development

Participants, with their school leaders, will actively enable all teachers in their school to:

• implement aspects of the ‘Catalysts for Change’, guided by identified priorities

• put the shared vision for maths into practice, actively promoting mathematical mindsets in pupils and staff

• develop the ability to design, teach, and reflect on effective lessons that reflect fidelity to teaching for mastery, with the focus on improving pupil outcomes.

Professional learning

Participants, with their school leaders, will:

• explore and evaluate their current systems, cultures and professional development structures

• deepen their understanding of how the ‘Catalysts for Change’ underpin the development of teaching for mastery, and how to implement these principles and pedagogies across school

• enhance their maths subject knowledge with an emphasis on progression within key areas of maths.