Our Values

Origin Maths Hub is a community of teachers, schools and other education professionals/organisations. We work collaboratively to make sustainable and lasting changes that improve children’s and learners’ life chances by enhancing their experiences, attitudes and outcomes in learning mathematics.

We do this by supporting the development (within and across educational phases) of:
– teachers’, teaching assistants’ and leaders’ professional learning and ethos, teaching for mastery practice and leadership skills;
– schools’ approaches to maths teaching, culture, collaboration and professional development.

We act with integrity and a shared moral purpose – we believe in the importance of continuous learning and growth mindset for all children and professionals (beyond our own immediate settings), with well-being, research and evidence at the heart of what we do.

We are positive and proactive – building and celebrating, igniting and promoting intellectual curiosity, showing ambition, going the extra mile and being willing to try, being welcoming and accessible, learning alongside each other.

We are considerate and reflective – offering challenge and support – involving everyone in setting goals, evaluating with evidence, articulating and enhancing impact throughout.

We focus on providing equality of opportunity for all children, teachers, schools and other education professionals/organisations.

Our Vision

Increase sustainable and lasting school development/impact, by…

Connecting all of our projects to the layers of leadership and roles, including governance structures, within schools and Trusts – building stronger, more sustained relationships with participant and LLME schools

Looking at/for the professional development models/practices that work within schools and encouraging use these within our projects and participant schools – such as live lessons/TRG model

Viewing and developing participants as agents of change in their school, and impact/process evaluators

Build our community impact and collective knowledge, experience and expertise, by…

Encouraging more collaboration between schools, and facilitating school-to-school support across TfM phases on specific issues (e.g. language, subject leadership, mixed age)

Addressing further issues with transitions and continuity  – for example, creating tighter links between teaching for mastery at secondary and post 16, between early years and primary and more opportunities for cross-phase development for teachers/schools such as cross-phase TRGs  

Using research, case studies and evaluation to increase understanding, visibility and future enhancements of impact

Focus on equality, diversity and inclusion in all strands of our work, by…

Exploring how we can further improve the life chances of all children – disadvantaged, SEND, EAL children in particular – with use of pupil voice and exploring adaptations in teaching strategies, and including investigating support that may be provided for parents

Considering how to close gaps in equality of opportunity and outcomes, including consideration of the diverse backgrounds of children, teachers, schools and other education professionals/organisations within the Hub

Seeking to address school barriers to participation (e.g. small schools at primary, reluctance for TfM at secondary)