# Blog

### Our journey to mixed-age teaching in maths

Published: 13 February 2020
Read one school's journey to teach maths to mixed-age classes.

### 'It ain't what you intend, it's the way it is implemented, and that's what gets results'

Published: 24 January 2020
Despite constantly saying that there is no silver bullet out there, I know that many wonder whether it is just that they have not found it …yet.

### Take a look through Ofsted’s three mathematics eyes. What can you see?

Published: 14 November 2019
This is not about the need now to write out a lengthy statement for three I’s. A quick reflection to ascertain salient points would be helpful. Not...

### Detecting shaky learning and dealing with it

Published: 15 October 2019
“Shaky learning” is often well hidden by pupils. Without getting to the root of the problem, you will only sticky plaster the cracks.

### Analysis of 2019 KS2 Maths SATs Arithmetic paper (Part 2)

Published: 10 October 2019
Helping schools think about how they might interpret the findings of the Arithmetic SATs paper outcomes, and how their findings might be translated...

### Analysis of 2019 KS2 Maths SATs Arithmetic paper (Part 1)

Published: 08 October 2019
What can question level analysis tell you about the KS2 SATs and what is it hiding?

### Maximising maths progress across your school

Published: 31 August 2019
Kate Kellner-Dilks asks schools- Does the picture of maths at your school suggest that more pupils are securing more of their learning? Is this likely...

### Differentiation in maths - scaffolding or metaphorical escalators!

Published: 10 January 2019
Charlie Harber explores the thorny issue of differentiation in maths.

### Persistent difficulties in maths: Does labelling help?

Published: 16 November 2018
Gill Shearsby-Fox considers why learning maths for some pupils seems as hard as crossing the Grand Canyon.

### Taking the faff out of TAF

Published: 07 November 2018
Sophie MacNeill explores key findings from the 2018 Key Stage 1 moderation cycle