Maximising maths progress across your school

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!

Charlie Harber explores the thorny issue of differentiation in maths.

Linking science and English for impact – developing standards of writing and science across the school

Linking science and English for impact – developing standards of writing and science across the school.

Persistent difficulties in maths: Does labelling help?

Gill Shearsby-Fox considers why learning maths for some pupils seems as hard as crossing the Grand Canyon.

Taking the faff out of TAF

Sophie MacNeill explores key findings from the 2018 Key Stage 1 moderation cycle

Do I have to write it up?

Charlotte Jackson, teaching and learning adviser for science, reflects on why children do not need to be writing up full investigations.

Closing gaps in maths - a teacher's view

“Now I am going to be good at maths in Year 4!" Hear the impact of one teacher's work to close gaps and the HfL Diminishing the Difference project.

The tale of the tail that wags the dog

In this blog Rachel looks at what the test developer’s framework can tell us about how our curriculum provision is tested.

Carry, Borrow, Exchange, Partition not Milk Bottles on the Doorstep: 5 Reasons We Love Regrouping

Rachael explains how and why the HfL maths team are championing the power of regrouping.

Hidden Depths – KS2 Assessment

I decided to take on 2017’s KS2 Maths Paper 3 and I got one wrong. So here’s what happened…