Secondary Maths Leadership - AFC Telford 1300-1530

Tuesday 23 November, Tuesday 25 January, Tuesday 22 March, Tuesday 21 June AFC Telford

The Workshop on the 21st June is also open to new participants as a taster for anyone considering joining this Work Group next year. This session will look at some case studies of leading changes in curriculum/task design and teaching in mathematics from participants in the work group. There will be an opportunity to explore the barriers and difficulties encountered and start to plan collaborative projects for your own maths department.

The link for next year's Work Group can be found here

The purpose of this project is to offer focused support to secondary heads of department/subject leaders, to enable them to better understand and implement approaches across their department, and to develop in their role as leaders of both pupil learning and teacher professional development. 

The priorities for 2021-22 will be curriculum coherence, recovery planning, teacher development and student progress, supported by a national network.


A key aim of the NCETM and Maths Hubs is to develop successful secondary mathematics departments that are well led and that provide ongoing subject professional development through collaborative working both within and between departments.

To achieve this, it is vital that the department as a whole has systems, policies and ways of working which are compatible to allow collaborative professional development structures to sustain improvements in the long term.

  • External provision for secondary subject leaders tends to emphasise general leadership and management development, often in a generic context.
  • Secondary subject leaders often do not see themselves as leaders of staff professional development.
  • Subject leaders are often drawn into whole school drives for short term improvements (such as GCSE outcomes) rather than focusing on long term sustainable improvements such as strengthening the quality of teaching and learning in KS3/4

This project provides an opportunity for participants to deepen their understanding of wider roles, and of their capacity with their colleagues to transform secondary maths learning.

Who will be leading the group?

Sally Bamber, Jeremy Tudor and Steve Waterhouse

Dr Sally Bamber is the lead for the Secondary Mathematics PGCE at the University of Chester. She moved into teacher education in 2007 following 15 years mathematics teaching experience in four diverse schools. Sally is part of a pilot project accrediting the NCETM PD Lead to post-graduate credits. She is an active member of the British Society for Research into Learning Mathematics and the Association of Mathematics Education Teachers. Half of Sally’s University role is the design and implementation of classroom based research projects involving collaborative lesson design intended to raise attainment in GCSE mathematics for middle to lower attainers. Sally is a member of the SHaW Maths Hub Strategic Board and chair of the Cheshire and Wirral Maths Hub Strategic Board.

Jeremy Tudor and Steve Waterhouse are both Secondary Maths Leaders and NCETM Accredited Teaching for Mastery Secondary Specialist Teachers, with PD Lead Accreditation. Steve is also an NCETM accredited SLE. Jeremy has experience in leading Maths departments in different schools.

Who is it for?

Secondary heads of department/subject leaders. The project is open to heads of department in schools already involved with Maths Hubs and to those who are not yet involved.

Joining details will be sent by email approximately ten days before the first workshop and will be noted in the Basecamp community for the participants of this Work Group.

What are the intended outcomes?

Pupil outcomes

In almost all teachers’ classes:

  • pupils develop a deep, secure and connected understanding of the maths they are learning
  • pupils achieve both conceptual understanding and procedural fluency
  • pupils reach high levels of attainment in maths
  • pupils enjoy maths lessons and have a positive attitude to learning the subject.

Departmental policies and approaches

Subject leaders will:

  • promote and develop a shared vision for teaching and learning in maths
  • ensure that schemes of work are well established and provide support for pupils to develop a deep, secure and connected understanding across the department
  • develop a coherent and ambitious action plan focused on improving outcomes for pupils and the needs of teachers
  • ensure that there are approaches in place to support the work of all members of the department through continuing professional development and collaborative working.

Practice development

Subject leaders will:

  • lead and manage the department effectively in order to promote and develop approaches for deep, secure and connected understanding within their own departments
  • develop a coherent and connected curriculum which promotes these principles
  • develop collaborative ways of working within the department (and across schools) to support ongoing developments
  • develop in their ability to lead change.

Professional learning

Subject leaders will:

  • have a deep understanding of the vision, principles and pedagogies associated with deep, secure and connected understanding
  • have a clear understanding of the leadership and management skills required to enable them to effectively promote and develop approaches for deep, secure and connected understanding within their own departments
  • understand the principles and practices behind the creation of a coherent and connected curriculum which promotes deep, secure and connected understanding
  • understand the benefits of collaborative professional development for sustained development of professional knowledge and practice within a department.

What will it involve?

Local Work Group design will follow a workshop – school-based task cycle. This will consist of four online afternoon workshops suported in each case by school-based tasks in line with the priorities for participants.

The online professional learning community will provide a focal point for subject leaders to support each other through sharing of strategies and practice.

Much of the work will involve each individual department working on elements of their action plan and developing collaborative ways of working which support their continuing professional development. In addition, it will be important for all Work Group participants to benefit from the expertise and experiences of the group of departments represented.

What is the cost?