This interview comes from Wath CE Primary School, near Rotherham, South Yorkshire. The headteacher, Paul Beevor, gives a management perspective on the many aspects of introducing and embedding teaching for mastery in this school. He mentions the school’s involvement in the Roadmap to Mastery, a programme for schools developed by the South Yorkshire Maths Hub.
If you would like to listen to a specific section of this interview only, you can save time by following the links below:
- How the school got started with teaching for mastery
- Why teaching for mastery is so different to what went before
- Rolling out teaching for mastery across the school
- Why teaching for mastery was introduced first in KS2
- Are children good at judging the level of difficulty they should be working at?
- The structure and timing of lessons and same-day intervention
- Where the children sit in the classroom (KS1 & KS2)
- Priorities for funding the changes within a limited budget, and staff training
- How the pupils are finding teaching for mastery
- Catering for pupils previously considered ‘higher/lower ability’
- Catering for SEND pupils
- Keeping parents informed
- Impact on results and impact on children as mathematicians
Anyone interested in learning more about teaching for mastery and CPD available locally, should contact their local Maths Hub.
Reference: The diagram mentioned at the beginning of the interview is: Figure 1.1 on page 13 of Haylock & Cockburn: Understanding Mathematics for Young Children, 5th edition (2017).
NB: if you want to show just one of these sections at a staff meeting or workshop where there isn’t a secure Internet connection, we suggest you download the whole video, then, once downloaded, move the blue time bar along to the section you’re interested in, and press PLAY.
