Achievement Show 2016 – Maths and numeracy

Focus on raising achievement in maths and embedding numeracy across the curriculum

Outstanding teachers and subject leaders from across the country share their strategies for achieving great results in maths, improving the quality of teaching and learning and embedding numeracy across the curriculum.

Branston Community Academy

Leading an outstanding department – maximising progression

Speaker: Stephanie Burnett (Joint Head of Mathematics)

This presentation focuses on monitoring and tracking of students in detail to ensure maximum progression, closing the gap with disadvantaged students, using a targeted breakfast club, managing the marking load of the department and the introduction of selective marking while still demonstrating progress.


Minimising teacher workload at Branston Community Academy whilst maximising student feedback and reflection.

Wyvern College

Numeracy Ninjas- a free, rigorous, research-informed approach used by over 1500 schools worldwide to improve GCSE Maths outcomes by boosting numeracy fluency for all

Speaker: William Emeny (Leading Practitioner and Curriculum Leader for Mathematics)

This presentation summarises a three-year professional development journey to implement the highly successful Numeracy Ninjas initiative, including a skill dependency analysis identifying the core skills students need, research into memory to maximise students’ retention, rigorous diagnostic testing to identify at least one level two numeracy gap in every Year 7 student, and the design of Numeracy Ninjas.

St Peter’s Collegiate School

Outstanding maths teaching

St John the Baptist School, Woking

Using mastery teaching to raise attainment at Key Stage 4 and beyond

Speaker: Simon Petri + Anna Dwyer. Head of Maths (Simon) + Assistant Headteacher (Anna)

Synopsis: Why should we change and adopt a mastery approach to teaching maths? Recent exam papers have come under close scrutiny for being “too difficult”; is this really the case or is our teaching not reaching a deep enough level of understanding and, in many cases, reliant on tricks. A mastery approach to teaching has allowed us to look at how we can encourage a depth of understanding which not only gives students a greater degree of flexibility in the application of their knowledge but also a greater confidence in articulating what they know. In turn, this has allowed us to retain outstanding results at GCSE and beyond.

‘Engaging teaching and learning in the maths classroom’

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