Best Practice

Case study: Learning together to bridge the maths transition gap

Primary and secondary maths teachers have been learning from each other in a MAT-wide project that is having an encouraging impact on pupils’ outcomes. Yvonne Gandy finds out more

A professional development programme helped to kick-start Lorraine Hughes’ thinking about the maths curriculum for pupils across the Chiltern Learning Trust.

As part of a National Professional Qualification in Executive Leadership (NPQEL) project, Ms Hughes, who is the director of education at the 11-school multi-academy trust based in and around Luton, created an initiative to improve maths transition from key stages 2 to 3.

She explained: “Pupils were achieving great outcomes at key stage 4 but there was a dip following the transition from key stages 2 to 3. We wanted to emulate the great maths teaching practice we found in primaries, so we asked our primary and secondary maths teachers to ‘buddy up’ and learn from each other.

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