Project focus

    The Herts for Learning Improving Progress in Mathematics Project focuses on supporting schools to improve progress and attainment across the Primary phase.

    The project has two key strands:

    • leadership
    • teaching & Learning

    It focuses upon ensuring that leadership is strategic and acts robustly in challenging where pupils are making less progress than their prior attainment suggests. It also supports leaders to ensure that the quality of provision is effective and enables pupils to make strong progress in mathematics.

    Focus pupils are identified and mathematics learning targets are set to accelerate progress.

    There is a toolkit which accompanies the project and this is available for purchase.

    Project delivery

    The project runs over an academic year (September to July) with the fourth cohort commencing in September 2020.

    We welcome enquiries and applications from schools both within and outside of Hertfordshire, Please email for more information:

    Applications close Friday 19th June 2020.

    The project is launched with a full training day for two leaders per school: headteacher and a mathematics subject leader.

    A copy of the HfL Toolkit ‘Addressing Progress in Mathematics’ is provided during the training day.

    Four half-day follow up visits are made by a linked adviser.

    The four visit windows are usually:

    October, December/January, March/April and July.

    For schools looking to improve their attainment and/or progress in mathematics

    We also offer bespoke tailored consultancy, using elements of the unique teaching strategies woven into the project, for those schools unable to participate in the full project. 

    Impact and outcomes from the previous three cohorts

    The schools reported a significant positive impact on the focus of their leadership team (and particularly the maths subject leader and Headteacher), on improving progress in maths.

    Teachers have a greater understanding of the progress their cohort are expected to make and of individuals within their cohort. They set increasingly focused mathematics learning targets where pupils were falling behind for progress.

    Two cohorts ran during 2017-2018 due to high demand for places.

    • These schools (35 in total), improved their progress on average by +0.6, using the KS2 progress calculation. As an average, progress improved from -0.97 in 2017 to -0.37 in 2018, bringing project schools in line with the Hertfordshire average for progress in mathematics.

    • In 2018-19, 23 schools completed the project and provisional data indicates as an average, progress improved by +0.4 (from -1.1 in 2018 to -0.7 in 2019). The proportion of pupils achieving the expected standard or better increased from an average of 73% to 79%.

    A link to the full report summarising the impact and learning from Cohorts 1 & 2 and Cohort 3 can be found below.


    Further reading and resources

    Report on the 2017-19 cohorts:

    Improving progress in mathematics project 2018-19 impact report (pdf/403kb)

    Improving progress in mathematics project 2017-18 impact report (pdf/400kb)

    Addressing progress in mathematics - toolkit


    Maximising maths progress across your school

    The magnificent seven: 7 ways to plan ahead for effective maths leadership

    From this year to the next: transition meetings

    Project contact

    Kate Kellner-Dilks
    Teaching and Learning Adviser – Mathematics
    Tel: 01438 845111 (option 2)

    Contact details

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