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Funded through the GLA, The Compton, along with Finchley Catholic High School ran a second LSEF project from January 2016 – September 2017.

Accelerating transition progress for the most able ‘rapid graspers’ in maths: improving maths skills for the equivalent of level 5-6 pupils in Years 5 and 6. Specialists within our Teaching School Alliance led on the planning/delivery of a sequential training programme linked to maths skills and knowledge for our target pupil group. The focus was on developing teacher knowledge and understanding of key themes supporting the progress of the most able and was linked to curriculum continuity and assessment.  Intended key outcomes identified were improved teacher confidence in subject expertise and accelerated learning outcomes for pupils. A handbook detailing effective strategies and approaches to teaching the most able mathematicians was produced with the intention to support and help embed future developments.

We aimed to improve teacher subject knowledge in the teaching of maths through systematic CPD collaboration across a minimum of 9 primary and 3 secondary schools.  The project built upon the highly successful model developed in our 2012-14 LSEF Literacy project with the following aims:
• Project teachers develop greater maths subject knowledge and pedagogy to address specific needs of targeted most able pupils
• Project teachers able to apply/transfer knowledge and skills to other age groups and provide support for maths training for all teachers in their school
• Provision of maths masterclasses to provide a focal point for modelling of high quality teaching to stretch the most able
• Introduction of a maths handbook providing best practice/cross phase resources for teaching the most able mathematicians
• Pupils targeted by the project to show accelerated progress in their learning, evidenced through data drops and use of comparative historical data over a 3 year trend period.

The hub model built on established historical patterns of collaboration and trust.  Partner based subject specialists delivering a sequential training programme, and events for the most able pupils, underpinning self-sustaining activities as well as the development of a maths handbook of key strategies and approaches to embed and reinforce effective teaching and learning for ‘rapid graspers’.

The message that London state schools are among the best in the world was a core introductory message at our July 2015 literacy inset day for around 120 staff. We strongly believe that school-to-school collaboration, peer-to-peer working and openness to challenge and innovation are key components of this success. Participation in this project further strengthened collaborative learning partnerships in our hub and led to teachers taking ownership of their professional development and improving the performance standards of pupils.