Skip to content

Mastery Readiness

Mastery Readiness is the first year of a 4-year journey for schools to develop the vital skills and practices to build a sustainable, mastery approach to mathematics teaching and learning. After completing the Readiness year, your school will continue the mastery journey by participating in the Development, Embedding and Sustaining phases.

The key focus areas are:

  • Developing effective leadership to remove barriers and put in place structures to support change and teacher professional development
  • Developing classroom culture and attitudes to mathematics that will support a teaching for mastery approach, both on the part of teachers and their pupils

Mastery Readiness Leads

These expert practitioners work as part of Maths Hubs leadership teams. They are experienced in school improvement work, as well as teaching for mastery. Working with the headteacher and maths lead, they construct a bespoke programme for each school’s needs.

This will usually include:

  • around 6 support visits to the school from the Mastery Readiness Lead
  • regular development workshops (for the maths lead, one other teacher and sometimes also the head) with other local schools on the programme.

There is no charge for participation in the programme for either the workshop events or the support for your school. Your commitment would be to release two teachers to engage in all events and have the opportunity to disseminate good practice to the rest of your staff.

Intended outcomes of the programme

Pupil outcomes

  • Pupils demonstrate an improved mathematical mindset and potential to progress in the subject
  • Pupils demonstrate an improvement in arithmetical proficiency

Whole school policies and approaches

  • Leadership will review current whole school policies and systems and individual classroom practice and prioritise actions
  • promote a collaborative learning culture amongst staff in order to make improvements to the teaching and learning of maths
  • develop a shared vision for what maths will look like in their school to include the active development of positive mindsets for all pupils and staff

Practice Development

  • All teachers try new approaches to teaching maths and will reflect on the impact of their changes regularly so that they can share good practice beyond their own classroom.
  • The school will implement some of the Catalysts for Change by identifying an action plan of key areas of priorities for them
  • A shared vision for what maths will look like in their school will be put into place, including the active development of positive mindsets for all pupils and staff

Professional Learning

  • Teachers and leaders explore and evaluate their current systems, cultures and professional development structures within their setting
  • Teachers and leaders understand how the Catalysts for Change are designed to lay firm foundations for the development of teaching for mastery and how these can be implemented in school