Consultancy & CPD

Staff CPD Days

I am now taking bookings in association with Karen Lawley of Prime Maths Solutions for 2018-2019. Want to know more, then please see the flier Professional Development for Mathematics for further information.

Workshops and sessions offered include:

Developing a mastery approach in mathematics

The National Curriculum for mathematics is a mastery curriculum. This session looks to explore what this means for the classroom teacher and what mastery might look like in practice. We will explore the ideas of variation and multiple representation as well as how the aims of fluency, reasoning and problem solving can be used to really deepen conceptual understanding.


  • To deepen understanding of what mastery and reasoning might look like in mathematics
  • To reflect on practice as to the opportunities given to demonstrate reasoning and mastery

A spotlight on CPA approaches

This course is aimed at teachers and TAs and will discuss the CPA approach and why it is so important for teachers to use manipulatives in the classroom at both KS1 and 2.
We will explore how different manipulatives (Numicon, Multilink cubes, counters, bead strings, Cuisenaire rods, counting sticks, place value cards, hundred squares, digit cards, dice, dominoes) can support conceptual understanding in the primary classroom as well as being developed to be used as a reasoning tool.


  • To gain an understanding of how to make best use of manipulatives in the classroom;
  • To explore the use of resources as both a calculating and reasoning tool
  • To experience activities that allow learners to express themselves mathematically using apparatus;
  • To explore a variety of strategies to ensure opportunity for depth for all learners including the recording and scaffolding of learning.

Reflecting on reasoning and problem solving

The National Curriculum for Mathematics aims to ensure that all learners: become fluent in the fundamentals of mathematics, reason mathematically by thinking about relationships and can solve problems by applying their mathematics to increasingly complex problems. This session is designed to develop a deep conceptual understanding of learners’ mathematical reasoning.


  • To gain an understanding of how to facilitate reasoning within your classroom;
  • To become familiar with the language of reasoning and how to promote this in mathematics so that learners can express themselves mathematically;
  • To explore strategies to ensure depth for all learners including recording and scaffolding.

Going deeper for understanding

This event seeks to explore what depth looks like in primary mathematics. How do we achieve depth for all learners and develop conceptual understanding? How do we challenge all learners regardless of their starting point?


  • To deepen our understanding of what ‘going deeper’ means in mathematics
  • To reflect on our practice as to the opportunities given to meet incorporate reasoning and problem solving into episodes of learning

Developing fluency in mathematics

Mental fluency is essential to learning successfully in mathematics. This course will support the development of fluency in mental strategies and explore how to develop reasoning about number. Throughout the session, delegates will uncover the foundations for mental fluency needed in each phase, consider the non-negotiables for year groups, as well as developing activities that will ensure learners have facts at their fingertips and know how to use them.


  • To explore the underpinning knowledge to be secured so that mental strategies can flourish;
  • To reflect on non-negotiables for mental fluency;
  • To acquire an understanding of the approaches that enable effective learning;
  • To consider practical approaches that motivate and have impact in the classroom;
  • To discuss the importance that instant recall of mathematical facts has in building and strengthening fluency in mental calculation


Moderation can support teachers in increasing the dependability of the assessment information they gather. This in turn can improve the decisions they make about children’s learning resulting in more reliable, valid, evidence-based decisions.
What are the benefits of moderation?

  • Brings together a collective wisdom, resulting in greater consistency of judgements and increasingly focused teaching;
  • Provides greater confidence in teacher judgements and assurance that judgements are consistent with those of other professionals;
  • Leads to shared expectations of learning, and understanding of standards and progression of learning;
  • Develops deeper understanding about content and progression in learning;
  • Improves quality of assessment;
  • Aligns expectations and judgements with standards or progression, and hence improves teaching and learning.

These sessions for English and Mathematics are purposeful with dedicated time given to scrutinise judgements, identify next steps for learners and reflect on implications for phases or schools. These sessions are led in conjunction with Jane George of JG Education or Jenny Hart of Hart Education. We will use our considerable experience to enable teachers to challenge themselves and each other to make confident, evidence-based judgements.
We can support either a single year group or paired year groups e.g. Y1 & 2, Y3 & 4 or Y5 & 6 during a half-day session so that all teachers have the opportunity to consider assessment in both English and Mathematics.

These have worked particularly well when schools come together as part of a cluster.

Please don’t hesitate to contact me for further details about any of the activities above.



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