Blog | Herts for Learning

Rachel Rayner questions whether working at greater depth necessarily leads to reaching the higher standard at the end of KS2.

Charlie Harber explores the thorny issue of differentiation in maths.

Find out how one teacher helped parents understand how maths is taught in her classroom.

Rachael Watt reflects on her work with teachers on adding extra depth to age-related questions without looking for the needle in a haystack online.

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

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

One leader tells us why language of reasoning can now be heard in daily maths lessons across the school and is becoming habitual.

David Cook, Lead Adviser for primary mathematics tells us that the ‘tentacles’ of reasoning permeate and connect concepts. In this way, it holds...

Rachel Rayner observes some interesting classroom tasks to teach fractions with.

Do they need to try, try, try until they can, can, can? Siobhan King considers how growth mindset messages are not enough.