1. What instigated your school’s initial involvement with the maths hub?

Berrywood’s journey with the Solent Maths Hub began in 2017, when the then Maths Lead joined a Teacher Research Group (TRG). Inspired by the work of the Mastery Specialists, this teacher went on to train as a ‘Cohort 5’ Primary Mastery Specialist in 2019. Since then, our involvement with the Maths Hub has deepened and sustained because we genuinely believe in the value of what the Hub offers.

Over the years, a wide range of staff have engaged in Work Groups including Mastering Number at both KS1 and KS2, as well as those focused on reasoning and problem solving. The chance to collaborate with colleagues from across the region, visit other schools, and build both subject and pedagogical knowledge rooted in the principles of Teaching for Mastery has been invaluable.

In 2023, when our previous Maths Lead became Assistant Primary Maths Hub Lead for Solent, the current Maths Lead began training as a ‘Cohort 9’ Mastery Specialist—ensuring our strong partnership with the Hub remained embedded in our school’s development.

2. What impact have you seen as a result of your engagement with the Maths Hub?

Our engagement with the Maths Hub has had a profound and sustained impact on both teaching and learning at Berrywood. The professional development opportunities have significantly strengthened staff confidence and subject knowledge, which in turn has led to more consistent, high-quality maths teaching across the school.

Because so many staff have engaged with Work Groups over the years, the principles of Teaching for Mastery are now embedded in our practice. Lessons are more focused, reasoning and problem-solving are prioritised, and mathematical talk is a clear strength across all phases. There is a common language around maths, and pupils are developing as resilient, reflective learners who can articulate their thinking and approach new challenges with confidence. Our end of Key Stage 2 data has increased year-on-year since our engagement with the maths hub with 84% of pupils achieving the expected standard in 2024 and 39% achieving greater depth

In addition, staff collaboration has flourished. Teachers are excited to discuss pedagogy, try out new approaches, and learn from one another. This culture of shared professional curiosity and reflection has been driven in large part by our ongoing relationship with the Maths Hub.

3. How can a primary school co-ordinate staff professional development through the maths hub effectively?

One of the greatest strengths of the Maths Hub is that all of the professional development opportunities are free to access. The only logistical consideration is covering staff so they can attend—and at Berrywood, this is always prioritised.

Staff are incredibly enthusiastic about participating, and regularly return from sessions energised, inspired, and eager to implement what they’ve learned. The impact is immediate: teachers are quick to trial new strategies, refine their practice, and share their learning with colleagues.

4. How do you maximise impact of attendance to Maths Hub work groups?

At least once a term—often more frequently—our in-school PD sessions are used to reflect on Maths Hub Work Groups. Teachers are encouraged to share their learning, discuss what they’ve implemented, and explore the principles further with their peers.

When a Work Group aligns with our school improvement priorities or features in the Maths Action Plan, the Maths Lead leads dedicated CPD using resources and insights from the sessions to ensure a whole-school impact.

5. What advice would you give a school leader who is on the fence about getting involved in their local maths hub?

There is genuinely something for everyone. The breadth of the Solent Maths Hub’s offer is remarkable—whether you’re an ECT, new Maths Lead, or an experienced teacher looking to deepen subject knowledge or focus on a particular aspect of maths such as problem solving, reasoning, or oracy.

All staff who have taken part have found the experience incredibly valuable. They return feeling confident, inspired, and supported in their ongoing professional journey. The collaborative aspect—discussing maths with other professionals and sharing best practice—is a huge benefit. I cannot recommend the Maths Hub enough!

6. How has your role as an LLME complemented the work you have done and are doing in school?

Being part of the LLME (Local Leaders of Maths Education) community has been instrumental in developing my own leadership, as well as enhancing the quality of maths teaching at Berrywood. Through leading Work Groups and supporting other schools, I’ve deepened my understanding of maths pedagogy and leadership, which I have been able to bring back to Berrywood to shape our strategic direction.

It has allowed me to see a range of approaches and innovations in other schools, reflect on best practice, and stay closely connected to the wider maths education landscape. Importantly, the role has reinforced the idea that being a leader doesn’t mean having all the answers—it’s about facilitating professional learning, empowering colleagues, and continuing to learn alongside them.

This role has kept our school outward-facing, collaborative, and committed to continuous improvement. The link between my work with the Hub and our in-school development is seamless, and it’s a privilege to help shape the journey of maths learning both at Berrywood and beyond.