Context

Kineton School identified a significant gender gap in mathematics attainment 
Initial exploration showed: ​

• Girls were reluctant to contribute in lessons
• Boys dominated classroom discussion
• Teaching was largely teacher-led with limited mathematical talk.

Maths Hub Intervention (NCETM-Aligned)

Using the EEF implementation model (Explore–Prepare), the Maths Hub supported leaders to:

• Diagnose root causes through data, learning walks and pupil voice
• Identify a precise focus:

Improving oracy, using representation and variation to increase participation and confidence.

This approach was explicitly aligned to NCETM Teaching for Mastery (Five Big Ideas):

• Representation & Structure – using models to expose mathematical relationships
• Variation – sequencing examples to highlight structure and address misconceptions
• Mathematical Thinking – increasing reasoning, discussion and explanation
• Coherence & Fluency – connecting learning and moving flexibly between representations

The Maths Hub also focused on developing leadership capacity, enabling the HoD to lead sustainable, evidence-informed change.

Impact

1. Impact on Teaching (Five Big Ideas Embedded)

Lesson observation evidence shows:

• Consistent use of representations to support conceptual understanding
• Careful variation in task design to highlight structure
• Increased opportunities for reasoning, discussion and explanation
• Pupils moving flexibly between representations ​

Teaching is now aligned with NCETM Teaching for Mastery principles, not procedural delivery.

2. Impact on Pupils (Mathematical Thinking & Participation)

• Increased confidence in sharing ideas, particularly among girls
• Improved quality and frequency of pupil discussion
• Pupils able to reason, explain and make connections
• Greater participation, including quieter pupils contributing publicly ​

Direct impact on mathematical thinking and closing participation barriers.

3. Impact on Departmental Culture (NCETM Maths Culture)

• Stronger professional learning culture with collaboration and shared practice
• Increased openness to lesson observation and reflection
• Shared language around variation, representation and oracy
• Shift from teacher-led to thinking-focused classrooms ​

 Sustainable shift towards an inclusive maths culture.

4. Impact on Leadership (NCETM SDL Outcomes)

• HoD developed as a leader of implementation, not just CPD delivery
• Increased use of:
  • Data-informed decision making
  • Learning walks and pupil voice
  • Structured implementation planning
• Greater ability to:
  • Engage, unite and support staff
  • Align departmental work with school priorities

 Leadership capacity strengthened to sustain and scale change.

5. Impact on Systems and Sustainability

• CPD aligned with Teaching for Mastery principles
• Lesson observation and feedback reflect oracy and reasoning priorities
• Structures in place for ongoing monitoring and refinement

 Change is embedded, scalable and sustainable beyond hub support.

Summary of Impact (NCETM-Aligned)

This Maths Hub work demonstrates sustained impact across key NCETM domains:

• Teaching for Mastery: Five Big Ideas embedded in classroom practice
• Mathematical Thinking: Increased reasoning, discussion and participation
• Maths Culture: More inclusive, talk-rich learning environment
• Leadership: HoD leading evidence-informed, sustainable change

Overall, the intervention has transformed classroom practice and departmental culture, with clear improvements in pupil participation (particularly girls) and strong capacity for ongoing, sustainable development.