1. London CPD Network meeting
8 July, 2015
Fiona Allan
Assistant Director, NCETM

2. Update/discussion on ... Mastery The Maths Hubs programme
NCETM activity
Policy Developments
Recent reports
The Big Picture: The NCETM runs/leads/coordinates the Maths Hubs Programme….as well as continuing with most of its core, established activity: supporting teachers and CPD providers in their professional development via website tools and communications….and being a conduit for the dissemination, and explanation, of policy changes in the field of mathematics education.
The NCETM contract has been extended to run to the end of March 2016.

3. Teaching for Mastery New mastery pages on website
England-China Programme
Textbook project
Primary Mathematics Teaching for Mastery Specialist Programme
Assessment guidance (no link yet)
Charlie’s Angles
The NCETM is working with the maths community to develop an understanding of teaching maths for mastery, the underlying principles, teaching approaches that are effective, how mastery might be assessed and how teachers can be supported to develop the approaches. This is an exciting journey for us all and, in order to support developments and contribute to the discussions, we have gathered together on the NCETM website all the information, developments, activities, case studies, etc., that we have so far, as well as learning about the challenges of implementing a mastery approach and exploring how these might be overcome. We will keep adding to this over the coming months as we learn more and welcome your thoughts and experiences as expert leaders of PD. (The new pages can be accessed from a button on the home page)
We encourage all thoughts, discussion and feedback, via the Maths Café community.
Some of the CPD networks have planned sessions on mastery. If this is not the case at your network, you might like to explore the materials and run a session at a future meeting.
The three key developmental activities the NCETM is leading are:
England-China programme: First phase focused on Primary and the schools involved (1 or 2 from each Maths Hub) are now exploring ways of implementing the mastery approach and working to support other schools locally that wish to develop mastery. The next phase is for secondary schools and will focus on transition from KS2 to KS3. English teachers visit Shanghai in September with a return visit from Chinese teachers in November.
Textbook project: Two schools from each Maths Hub area, are, in Year 1 classes only, trialling the use of adapted versions of textbooks currently used in Singapore. The schools have chosen between two texts: Inspire Maths, adapted by Oxford University Press; and Maths – No Problem, adapted by the publishers Maths No Problem. Teachers engaged in the project are participating in five workshop days to support them in introducing the books to pupils, in using the books in the course of lesson planning and design, and in their own professional learning. The second year of the project focuses on further development work in the same schools and there will be a new cohort of schools beginning to use the books. The aim of the project, as in the England – China project, is to help participating teachers and schools develop and embed a mastery approach to maths teaching.
Primary Mathematics Teaching for Mastery Specialist Programme: The NCETM and the Maths Hubs are working together to train 140 primary teachers to become experts in teaching for mastery themselves, and in leading groups of teachers in their localities on a similar professional learning journey, so gradually increasing the pool of teachers, and schools, successfully implementing mastery approaches. Last day for applying was 4 June and there has been very strong interest. Appointments will be made by the end of this term by each Hub and the NCETM will lead the training programme starting in the Autumn Term.
In addition, we have been working with technical design help from OUP to produce some guidance on assessing for mastery which will be published later this term and be freely available on the NCETM website and the OUP website in July.
The NCETM’s Director, Charlie Stripp, has made a number of blog posts on the subject of mastery

4. The Maths Hubs programme
Funded by the DfE, led by the NCETM
34 Maths Hubs, each led by a school or college.
Collective effort of a group of partner schools, colleges, other institutions and individuals
Details of all hubs, and how to find one in your area at
Slides just included as a reminder. Please go to for an update on hub activity and details of how to contact your local hub.

5. www.mathshubs.org.uk Website run by the NCETM’s web team in Sheffield.
NEW: Recent addition: Bespoke magazine – sent to all NCETM registered users, giving updates on Hubs activity. The first edition focused on the England-China programme.

6. NCETM/Maths Hubs foci - next 12 months
Teaching for mastery
Increasing participation in post-16 Maths at level 3 (with CMSP and FMSP)
Supporting the introduction of the new GCSE maths – focus on reasoning
Teaching for mastery: The main Hub activities are detailed in the Mastery slide
Post-16: This project is aimed at raising participation levels at Level 3 mathematics (mainly A levels and Core Maths)…and at increasing the number of girls doing these courses.
Reasoning: The new National Curriculum has three overarching aims: that pupils develop mathematical fluency, are able to solve problems, and are confident to reason mathematically. There will be a National Collaborative Project run across all the Maths Hubs next year focusing on the development of pupils’ reasoning skills in KS3, first trialling and then sharing successful strategies, activities and stimuli for doing so.

7. NCETM/Maths Hubs Focus - next 12 months
Consolidating the work of the Maths Hubs
Supporting the Maths Hubs to work together as a national network
Developing the Maths Hub leads as system leaders
Establishing collaborative projects between Maths Hubs
The first three foci remain unchanged. In addition this year the Hubs are being actively encouraged to work together where there are work groups focusing on the same priorities. Some of these collaborative projects might receive additional funding where there is, for example, external expertise needed to oversee the whole project.

8. The NCETM website…
Like the Maths Hubs site, this is run by the NCETM’s web team in Sheffield and continues to contain the established elements (News, magazines, Self Evaluation tool, National Curriculum resources and guidance, as well as news about what Maths Hubs are doing and about other maths programmes).
The two sites run in parallel and complement each other.
Main recent edition is mastery section noted earlier

9. Other NCETM activity FE Maths Pipeline PD Lead development
CPD Standard
FE: The NCETM is part of a consortium delivering a contract to support the professional development of teachers of maths in the FE and Skills sector. This builds on the Mathematics Enhancement Programme, which last saw 2,200 teachers/trainers/tutors in FE complete a course enabling them to start teaching GCSE Mathematics, and includes resources and workshops to help develop the mathematical skills of vocational tutors. To date 800 teachers and trainers have attended workshops, with 439  further confirmed bookings and there are ‘bespoke’ programmes provided for colleges and training providers which have attracted around 600 bookings. In addition 22 more PD Leads (FE) are being trained. Details are available at
PD Lead Development: The Professional Development Lead Development and Accreditation Programme.
Between June 2012 and September 2014 NCETM ran 30 primary and 15 secondary cohorts and have accredited around 800 PD Leads (with approximately 600 of these being primary specialists). Direct funding from the DfE to run these programmes has now ceased but a number of Maths Hubs are now being supported by the NCETM to run them where they have the need. Details can be found on The NCETM is also working with the Further Maths Support Programme to run a PD Lead programme focused on A Level. The next two cohorts are fully booked but the team is exploring the possibility of the running more cohorts through the Maths Hubs.
Accreditation of PD Leads remains a national function, one administered and quality assured by the NCETM with accredited PD Leads added to the Professional Development Directory on the NCETM web-site.
The NCETM will continue to administer the re-accreditation process as well as ongoing support for and contact with accredited PD Leads through newsletters, webinars, etc.
The re-registration process is taking place in June this year.
CPD Standard: (links to CPD Standard page on NCETM site)
Subscription model successfully introduced.
45% of Standard Holders now within scheme.
Rest due as renewals arise.
Extended 3 year accreditation scheme.
Subscription rates based on a CPD provider’s size and type (£195 – £350 pa)
Introduction of Interim Support and Review (ISAR) activity (at around 18 months) has been welcomed and valued by Standard Holders.
Standard Holders’ Annual Conference was held in London on Friday 13 March. Focus: Designing Professional Development Programmes: What works?

10. Policy update Commission on Assessment without levels
NC themes of fluency, reasoning and problem solving underpin new GCSE Assessment Objectives
Ofqual report on GCSE Maths (Slide 12)
The Commission on Assessment Without Levels is chaired by John MacIntosh, CBE. It aims to:
identify and share best practice in assessment with schools across England
ensure schools have the information to choose effective assessment systems
highlight the work that is already being done in many schools
Help to foster innovation and success in assessment practice more widely
This body is considering all subjects (not just maths)
The NCETM is in discussion with the Commission on the assessment of teaching for mastery.

11. Policy update
Post-16 GCSE: from Sept all students on full-time programmes with GCSE Maths grade D must resit the GCSE
Core Maths: Core Maths Support Programme (CMSP) offering courses for teachers.
Exam specifications accredited, first examination 2016

12. Recent reports
Actions in response to Ofqual's GCSE maths research report (Ofqual May 2015)
MaScIL project (Mathematics and Science for Life) (EU )
Finnish Fairy Stories (Tim Oates, Cambridge Assessment)
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. (What Works Clearinghouse 2015)
Ofqual announced Actions in response to Ofqual's GCSE maths research report on 21 May 2015 following the conclusion of their research programme to evaluate the expected difficulty of exam boards’ sample exam papers and their approach to the assessment of mathematical problem solving. Their evidence suggests that all boards’ higher tier papers appropriately stretch the highest attaining students and that they compare well with papers from a range of already high-performing countries. However they have concluded that OCR, Pearson and WJEC Eduqas need to refine their higher and foundation tier papers to differentiate sufficiently and AQA needs to lift, to some extent, the expected difficulty of their foundation tier papers.
“While it is good to see the exam boards’ positive reactions to our GCSE maths research all exam boards’ papers had strengths and weaknesses. It is our intent that all exam boards now review their sample assessment materials, and make changes having due regard to our research findings.”
The EU-funded MaScIL project (Mathematics and Science for Life) aims to promote a widespread use of inquiry-based teaching in primary and secondary schools that is connected to the world of work. The project builds on the Promoting Inquiry in Maths and Science (PrIMaS) project and is working across 13 EU countries with different target groups, such as teachers, parents, students, school authorities and policy makers. Resources, including a PD t toolkit, will be made available through the website. In England, the work of the project is led from the University of Nottingham, Centre for Research in Mathematics Education, with this team responsible developing the toolkit. During the implementation phase the team will support PD communities of teachers working to a lesson study model. To find out more about how you might get involved in this work contact
Finnish Fairy Stories by Tim Oates (Cambridge Assessment) presents an analysis of the Finnish Education system exploring why it has been successful and what we might learn from it.
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. (What Works Clearinghouse (WWC) 2015) NB this link took a long time to open for me, but eventually it did).The WWC in the US has released a new practice guide for teachers, administrators, and professional development providers, developed from recommendations from an expert panel combined with the findings of existing research. The guide offers three evidence-based recommendations for teaching algebra:
Use solved problems to engage students in analysing algebraic reasoning and strategies.
Teach students to utilise the structure of algebraic representations.
Teach students to intentionally choose from alternative algebraic strategies when solving problems.

13. The NCETM Online National Curriculum Including videos
New FE and Skills page
Twitter chat archive
National Curriculum Planning Tool: Links to the main National Curriculum page. These Nat’l Curriculum resources are by far the most popular on the NCETM site. They receive about 50,000 hits (page views) per month. When on the Planning and Resources tool, it is worth pointing out Progression Maps, Overviews, Glossary and all the elements within every page (Subject Knowledge, Making Connections, Articles, Activities, Exemplification and Video)
Videos links to suite of 60 NC videos
New FE and Skills page provides a one stop shop to reach all the places on the NCETM website (and elsewhere) which are particularly useful for those working in the FE and Skills sector.
We’re well into our second year of weekly Twitter chats, all of which can be viewed and read, with all embedded link, under the Previous Chats – Archive dropdown on the page this is hyperlinked. Two points continue to be worth stressing:
You don’t have to be a Tweeter to benefit (via the Archive) from this feature
The real strength of these is that they represent a very fresh reflection of what classroom teachers and trainers are thinking