Due to the huge demand from teachers, we have decided to republish our Autumn textbook mapping and lesson breakdown resources, along with updated documents for Spring.

We hope you find these useful, but want to reinforce that these documents are designed to be used in conjunction with the White Rose Schemes of Learning and have been written as a guide to indicate the progression and pace in which the National Curriculum objectives should be covered. The lesson breakdown provided is our suggested route and should be used appropriately with professional judgement. Schools who have bought into a mastery textbook scheme should continue to use the corresponding programme.

The textbook mapping provided within this document has been designed by teachers to reference activities in a variety of commonly used textbooks so teachers can easily access exemplar material. This is in no way an endorsement of any particular textbook scheme.

We welcome any suggestions to this document and are always looking to refine and improve where possible. We hope you find it useful!

Resources can be found here: www.surreyplusmathshub.co.uk/primaryresources

White Rose Schemes of Learning can be found here: White Rose Documents

Our textbook mapping documents have been written by teachers, for teachers to use, and have been hugely popular. Thank you for all your support – it’s been great to receive so much positive feedback!

We never intended for them to be interpreted as an endorsement of certain textbooks, and this was not how the documents were written. Unfortunately, there is a risk that the textbook mapping could be perceived this way and as a result we have been asked to withdraw this part of the document. To address this issue, we have republished an edited version on the original lesson breakdown & textbook mapping documents, which can be found here. The Spring and Summer breakdowns have been written and will be published in the next half term. If you wish to access the White Rose Schemes of Learning, they can be found by clicking here.

The Maths Hubs have begun a national project to develop some Mastery Curriculum Materials over the course of this year. It may be that our lesson breakdown does not exactly match the NCETM resources being developed. However, we know that many schools are finding it useful, so please continue to use the lesson breakdown for as long as you find it helpful!

Surrey Plus Maths Hub Team

Surrey Plus Calculation Guidance

This guidance has been developed from the White Rose Calculation Policy working document, which was written as a guide to indicate the progression through Addition, Subtraction, Multiplication and Division in Years 1 – 6.

This guidance is our recommendation, in line with the Surrey Plus Maths Hub Primary Subject Knowledge Enhancement Course content.

We welcome any suggestions to this document and are always looking to refine and improve where possible. We hope you find it useful!

Surrey Plus Maths Hub Team


Now available: Surrey Plus Calculation Guidance

The teaching for mastery programme in primary schools in England is to be significantly expanded over the next four years with £41 million of new funding from the Department for Education (DfE).

The announcement was made by the Schools Minister Nick Gibb at the annual conference of the Advisory Committee on Mathematics Education (ACME) in London today (12 July 2016).

The money, channelled through the 35 Maths Hubs in England, will fund four further years of the Mastery Specialists programme, which began last September, and in which 140 experienced primary teachers have engaged in professional development activities to become expert in mastery approaches to teaching mathematics.

Thanks to the new funding, every year from autumn 2016 onwards, a further 140 teachers will undergo a year of development as Mastery Specialists and, once established, continue to be funded to lead professional development groups of teachers from neighbouring schools. In this way, by summer 2020, a total of 700 Mastery Specialists will be trained, and teachers from 8,400 schools will also have received training in teaching for mastery approaches.

The funding will also help schools participating in the programme pay for textbooks consistent with teaching for mastery approaches. Examples of such textbooks have been used for two years by teachers taking part in a Maths Hubs project, and found to be of significant support in designing lessons and in helping pupils develop deep understanding of mathematical concepts.

Commenting on the funding announcement, the NCETM Director, Charlie Stripp, said:

‘This will give significant new momentum to the existing work around teaching for mastery in primary schools. The 140 Mastery Specialist teachers who are now completing their development year have already had a positive impact on pupils in their own schools and on teachers in neighbouring schools. Expanding the programme for a further four years is wonderful news for maths education.’

‘Contrary to some reports, teaching maths for mastery is not about rote learning and drilling, though it certainly does result in pupils knowing and being able to recall times tables and other key number facts, which represent an important foundation for learning and using maths. Teaching for mastery focuses on deep conceptual learning, developing secure foundations that pupils can build on throughout their education.’

The Maths Hubs programme is led by the NCETM and funded by the DfE.

Breakdown of funding and timeline for schools’ involvement

There are three broad strands to the DfE funding announced on 12 July.

  • Continuing to train primary teachers as Mastery Specialists, and equip them to pass on their expertise to teachers and schools in their areas. So far 140 Mastery Specialists have already been trained. Over the next four school years, starting in September 2016, a further 560 will be trained.
  • Funding teachers and schools to join Work Groups, led by Mastery Specialists, with the aim of spreading knowledge, experience and expertise about mastery approaches widely across the school landscape. The first 840 of these schools will join such Work Groups in the school year starting in September 2016. In subsequent years the numbers of schools participating in this way will rise sharply, reaching a total figure of around 8,000 by school year 2019-2020.
  • Subsidising schools participating in the above Work Groups to buy textbooks—for use by teachers in lesson preparation and pupils during lessons.

Details of how these three areas of activity and funding will be managed and allocated are currently being finalised. However,all teachers and schools participating in this programme, either as Mastery Specialists or in Work Groups, in the coming school year (2016-2017) have already been selected.

Details of how schools and teachers can get involved in years 2017-2018 onwards will be published in the 2016 autumn term.

Meanwhile, alongside this funded programme, Maths Hubs and the NCETM will continue to make available, freely accessible to all schools, materials, guidance, information and case studies about teaching for mastery.

FREE lesson breakdown & textbook mapping resources

We’re really excited to be approaching the end of term with an announcement about some exciting new resources that the Surrey Plus Maths Hub has developed to complement resources from the White Rose Maths Hub.

Surrey Plus and White Rose have a shared passion for supporting you to use a teaching for mastery approach. Our teams have worked together to launch a new range of resources that provide a lesson breakdown and map objectives to some of the major textbooks that many of you are using.

They are designed to be used in conjunction with the White Rose Maths Hub’s Schemes of Learning, and provide a useful guide to indicate progression and pace in line with National Curriculum objectives. Documents are now available for Years 1 – 6 for the Autumn term, and can be found by clicking here.

The Spring and Summer term lesson breakdowns and textbook mapping will be released in the Autumn term, and mapping to Abacus books will be produced asap.

As a hub, we are very keen to work collaboratively with a wide range of experts, and we are very excited to announce this brand new resource. As hubs, we hope that you find them useful, and as always, please feel free to contact us with any feedback or comments.

SurreyPlus White Rose





Henry Stevenson at Weydon School, Farnham has been running a project looking at increasing the participation levels of Post-16 students in Level 3 Maths courses. This Maths Hub project has one broad aim of increasing participation levels of post-16 students in A Level Mathematics, Further Mathematics and other level 3 courses, such as Core Maths.

Participation Rates

The project initially looked into studying habits of students in Surrey Plus region. We found that the percentage of students studying Maths and Further Maths in the Surrey Plus region is in line with the national picture, with a slight increase in uptake between 2013 and 2014 (table below):

Maths Further Maths
Surrey Plus England Surrey Plus England
2013 29% 28% 5% 5%
2014 31% 28% 5% 5%

However, hidden by these numbers is the fact that the number of girls pursuing post 16 maths courses is significantly outweighed by the number of boys; and relatively very few girls take on Further Maths as an A-level option.

Factors influencing progression to A-level mathematics

Having spoken with several post-16 providers, it became clear that there are several factors which influence student progression to A-level mathematics

  • High quality teaching throughout the secondary phase
  • Clearly demonstrated enthusiasm and passion for mathematics
  • Professional planning and managing of the several elements between them that make for effective teaching and learning of mathematics
  • High expectations of pupils’ learning of mathematics
  • Effective monitoring and assessment regimes
  • A positive whole school attitude towards maths as a subject
  • Good interpersonal teacher-student relationships
  • Career events
  • Transition projects and Summer Schools

In summary

One of the repeating themes that comes out of this, is that many Sixth Form colleges do not feel as though they have the Picture1power to influence participation, and 11-16 providers do not see A-level uptake as a concern.  Addressing this gap has been difficult.  However, the research tells us that the two key factors to increasing participation levels are student enrichment, and teacher PD.  It seems simple enough:  If the students have a positive learning experience during KS3 and KS4, and if the quality of teaching is high, the students will want to pursue mathematics at college.  These two features are being addressed through the TeachMeets, Secondary Maths Networks, Enrichment events and CPD that we are facilitating.

Strategies for raising participation

Below are some tried and tested strategies for increasing participation that schools and colleges have found successful:

  • Student enrichment events at KS4 currently available from the Surrey Plus Hub
  • Mentoring links between Year 12 pupils and Year 11 pupils
  • Sixth Form Taster days
  • Prospectus used to promote importance of Maths to parents
  • CPD to develop teaching and learning


All hubs are collaborating closely with locally based colleagues working for both the Further Mathematics Support Programme and the Core Maths Support Programme.

Further Maths Support Programme

FMSP Coordinators work with schools and colleges to support and promote the study of AS/A level Mathematics and Further Mathematics. They also provide training opportunities and support to teachers of AS/A level Mathematics and Further Mathematics and KS4 Higher Tier Mathematics. They are currently supporting teachers in preparation for the impending changes to the A level Mathematics specification.

Core Maths Support Programme

To encourage students to continue with Maths after GCSE, there is an additional option. Core Maths is a new course for those who want to keep up their valuable maths skills but are not planning to take AS or A-level maths. Core Maths aims to increase student confidence in using maths , and to be better equipped for the mathematical demands of other courses, higher education, employment and life. At the end of the two-year course, students will come out with a level 3 qualification– similar to an AS and recognised in UCAS points.  The qualification is assessed by a final examination; some courses also offer the option of submitting a portfolio of coursework. To find out more go to: http://www.core-maths.org

Research links

If you are interested in further investigating participation at post 16, the links below are recommended by the NCETM.

Widening Participation Report: A Summary

Factors Influencing Progression to A-level Mathematics

Shelley Tolley at Pyrford C of E Primary School has released the Daily Homework tasks she has written to date for Year 1. These are available via this link: Year 1 Daily Homework Tasks. The folder will be updated as new tasks are written.

At the beginning of each week, children are given a worksheet with ideas for games they can play online to support their learning in maths. There are also ideas for useful practical activities for the children to complete daily. Most of the worksheets have a space for parents comments and are returned to schools the following Monday.

Feel free to use and amend as you need for your classes!



Mastery Specialists 2

Each of the 35 Maths Hubs have appointed 4 Primary teachers to become Primary Mastery Specialists.

Mastery Specialists 1The Mastery Specialists have all attended 3 residential training courses, run by the NCETM, during which they spent time unpicking what ‘Mastery’ means and looks like in practice. They have not only received excellent training on Teaching for Mastery but have now spent almost a whole year developing their own practice in the classroom using the ‘5 big ideas’ shown below. Central to these 5 elements is promoting the importance of making connections, not just within a series of questions, but across topics in Maths.

In the Surrey Plus Maths Hub, the Mastery Specialists are:

  • Jo Cullen – St Joseph’s Primary, Epsom
  • Tom Collins – St Joseph’s Primary, Guildford
  • Nicola Richards – Hook Junior School, Hook
  • Katie Breese – Kenyngton Manor, Sunbury

Mastery Specialists 3

Map: Blue stars shows the location of the 4 PMSTs, Red pins shows the location of the schools currently involved in TRGs

Each Mastery Specialist is currently running a set of TRG’s (Teacher Research Groups) with approx 12 teachers from 6 other schools. These meet once a half term and usually consist of:

1.Initial discussion of a lesson plan, specifically looking at pedagogy, questioning, variation etc.

2.Observe the learning in a lesson

3.Discussion of lesson afterwards, with emphasis on the learning observed.

These TRG’s have promoted discussion of key aspects of Teaching for Mastery, including: whole class teaching with no set differentiation/grouping; challenge through questioning and extension activities (depth not acceleration); access through pre-teach, practical resource and extra guidance.

The feedback from both participating teachers and the Mastery Specialists themselves has been extremely positive. Katie Breese, the Mastery Specialist based at Kenyngton Manor feels her teaching is still developing to include more aspects of Teaching for Mastery:

“I’ve been trying out mixed ability pairs to develop children’s discussion and reasoning – it’s made a difference already with their ability to explain their mathematical thinking.”

“The pace is much slower, and so now you can see the deeper understanding and connections being made, which before would have been skipped over.”

Mastery Specialists 2Fly the kite… and then reel them in.

This analogy has been used throughout the training received by the Primary Mastery Specialist Teachers. The idea is that you give students the opportunity to explore and develop their own ideas before pulling them back together to move forwards together as a class. For example, at the start of a lesson you might let the students explore a ‘real life’ problem that needs to be solved, give them time to develop their own ideas and then bring the class back together to teach them the skills they need to move forwards.


Click here to download the powerpoint from the spring conference Session 1 – Mastery Specialists

TC 3

This project is being undertaken by Deb Harper at South Farnham School and Tom Collins at St Joseph’s Catholic Primary School, Guildford.

Scope of project

To develop a primary mastery curriculum which will be accompanied by a variation document providing examples of how to extend students laterally.

  • Three strands:
    • Arrange the KS1 and KS2 primary curriculum objectives into a coherent and progressive mastery curriculum.
    • Identify which of these objectives can be taken out of numeracy and addressed in other topics
    • Create examples of variation to address these objectives and to allow teachers to extend students laterally (this does not need to be a full set of worksheets but key examples of different variations which can be shared and then further developed. More than one example may be needed for each variation to show how a variation can be progressed).


By November, an outline of the order of topics had been drafted for each Year group. Teachers had begun to create resources that encouraged depth of learning and developed fluency, reasoning and problem solving skills. At this stage, the White Rose Maths Hub Schemes of Learning were discovered!

Although it was nice to see that another Hub was thinking along the same lines as us, it quickly became clear that the resources that their projet was considerably further ahead than ours, and there was no point in duplicating work!

  • White Rose Maths Hub
  • Based in Halifax, Yorkshire
  • Trinity Teaching School alliance
  • Published FREE scheme of learning for KS1 and KS2
    • Mastery Curriculum Model
    • Fluency, reasoning and problem solving questions
    • Assessments

Is it important to register with the White Rose Hub to ensure you are notified when new materials are produced. This package is not yet complete and further assessments and resources will be available throughout the summer term.

The White Rose Schemes of Learning give Overviews for each Year Group which detail the number of weeks that should be spent on each topic. The example below shows the overview for Year 5.

Curriculum 2

curriculum 1There is further information within the Schemes of Learning which details the specific learning objectives that should be taught in each topic section. The example here shows the objectives that should be covered in the 5 week fraction topic that takes place in the Spring term of Year 5.

Though this is extremely useful as a starting point, many Primary teachers we have spoken to are struggling to understand how to structure lesson plans so that these fractions objectives fill 25 lessons.

Collaborative Working

In order to address the areas highlighted by teachers, we will be working in collaboration with the White Rose Hub to produce some supplementary resources. Deb and Tom are working on producing a lesson by lesson breakdown for each topic to give teachers a better indication of how much time should be spent on each objective and how the learning could be scaffolded.

curriculum 4

The White Rose Schemes of Learning also give some examples of questions and tasks which develop student’s fluency, reasoning and problem solving skills of each of the national curriculum statements.

Curriculum 3

curriculum 6The White Rose documents have been extremely well received by Primary teachers, but some have commented that they would find powerpoint resources beneficial so they can be used within lesson slides. Deb and Tom are planning on linking the powerpoint resources developed by teachers at South Farnham and St Joseph’s to selected learning objectives, providing additional lesson resources. Here are some examples of some additional fluency, reasoning and problem solving questions for one fractions objective.curriculum 7curriculum 8

Textbook Mapping

The final aspect of this collaborative project is the development of a textbook mapping document. This will enable teachers to see how their current textbooks can be used to fit with the White Rose Schemes of Learning. The aim is to link exercises in 3 main textbooks (Busy Ants, Inspire and Maths No Problem) to specific learning objectives.

curriculum 5

End Goal!

The aim is to work with the White Rose Maths Hub to produce a FREE fully resourced package that includes the following:

  • Mastery Schemes of Learning for KS1 and KS2
  • Lesson by lesson learning objectives for all topics
  • Mapping to popular text books for all topics
  • Bank of questions for each learning objective
  • PowerPoint resources with fluency, reasoning and problem solving questions for selected topics
  • Termly assessments

We hope that the supplementary resources will be available for the Autumn term by June 2016.

Click here to download the powerpoint from the spring conference Session 1 – Curriculum Design