The 2023 Ofsted report ‘Coordinating mathematical success: the mathematics subject report’ highlights the role of the Maths Hub Network in providing regular subject-specific professional development, and leaders prioritising these opportunities. It has long been recognised that maths teaching is enhanced when the teachers are confident about the subject matter. Shulman (1986) and Ball (2008) identified the importance for all teachers to have specialist knowledge (a blend of subject and pedagogy).

This programme supports primary teachers to develop specialist knowledge for teaching maths, complementing teaching for mastery approaches as exemplified in NCETM's Essence of Mathematics Teaching for Mastery.

There are two pathways for the Primary SKTM that hubs can offer: Number and/or Spatial Reasoning:

• NCP24-26_N (Number)
• NCP24-26_SR (Spatial Reasoning)

Participants can only select one pathway in an academic year and can engage with the other programme at a later date. In each option, Cohort Leads will work with participants for the equivalent of four days, utilising NCETM resources. Cohort Leads will work with participants to design school-based tasks that will influence practice development. There will be planned opportunities for participants to share the impact their practice change has had on pupils’ learning in maths.

There are highly regarded centrally produced core materials that have been piloted and refined over several years. Cohort Leads use the core materials in their programme, which they tailor according to the needs of the participants.

This programme is designed for primary teachers who would like to further develop their specialist knowledge for teaching maths. It will be particularly relevant for individual teachers that have not received maths-specific training.



Participants will attend the equivalent of four days, where they will collaboratively work on maths tasks, facilitated by Cohort Leads. There is opportunity for structured conversations in order to unpick the maths, the pedagogy modelled within sessions, misconceptions that pupils have, and how the approaches can be transferred to the participants’ classrooms. Between sessions, participants contribute to their online community, complete school-based tasks, and share their observations through discussions with peers.