Eligibility criteria

We partner with primary and secondary schools across the country who are committed and ready to begin the programme.

How to join

Who can join the Mathematics Mastery partnership?

We pride ourselves on flexibility, and welcome applications from primary and secondary schools of any size, intake or academic performance. 

As a small organisation, we are only able to accept a limited number of schools onto the programme each year. To discuss your school’s suitability, please get in touch and a member of our team will be happy to speak to you.

Specific eligibility criteria

We partner with primary and secondary schools in England and Northern Ireland. We welcome applications from schools of any size, intake or academic performance. 

We are only able to accept a limited number of schools onto the programme each year, and schools must be able to demonstrate their commitment and readiness to begin the programme.
Unfortunately, we are unable to partner with schools in Wales and Scotland. Our programme is aligned to the English National Curriculum and we do not have the capacity to adapt it to the Welsh or Scottish curricula at this time.

Unfortunately, we are unable to partner with schools outside the UK. Our programme is aligned to the English National Curriculum, and our organisational mission is focused on transforming mathematics education in the UK.

We are also unable to partner with international schools even if they teach the English National Curriculum. This is due to the structure of the Mathematics Mastery programme, and the limited staff capacity of our small organisation.
Our primary programme is designed to begin in Year 1. This means it's generally unsuitable for junior schools as it is not intended to begin in Year 3. However, in exceptional circumstances we can make allowances for this.

Prospective junior schools should familarise themselves with the programme, and then consider its suitability for your specific circumstances. Ideally, you will have a local Mathematics Mastery feeder school, meaning your pupils will have already covered the early years of our curriculum.

Applications from junior schools should demonstrate a clear understanding of the challenges involved in adopting programme from Year 3, and an outlined plan for successful implementation.
Unfortunately, we are unable to partner with middle schools. Our programme is designed to begin in Year 1 for primary and Year 7 for secondary. The programme is then rolled out in additional year groups, year on year.

Because of the cumulative nature of the Mathematics Mastery programme, and its primary and secondary structure, it is unsuitable for being rolled out between Year 5-8 only.
Unfortunately, we are unable to partner with upper schools. Our programme is designed to begin in Year 7 for secondary. The programme is then rolled out in additional year groups, year on year.

Because of the cumulative nature of the the Mathematics Mastery programme, and its primary and secondary structure, it is unsuitable for being rolled out between Year 9-11 only.
All-through schools are welcome to join the programme in both phases (we work with several all-through schools already).

We do require all-through schools to submit two applications (one for primary and one for secondary). This is because our primary and secondary programmes are run separately, and we have differing capacity for each phase.
The Mathematics Mastery programme is age specific, and therefore not generally suitable for mixed-age classes.

However, we can make allowances for this in exceptional circumstances. This is entirely dependent on a school being able to fully and clearly explain the teaching arrangements for the mixed age year classes, and clarifying how the structure of the programme would be managed in the mixed age setting.
Our vision is for every child to enjoy and succeed in mathematics, regardless of background. We have a particular focus on closing the attainment gap between different groups of pupils, and raising attainment overall. We therefore prioritise working with schools in greater need of our help, expertise and resources.

However, we do review applications from independent schools on a case by case basis. Key considerations include an ongoing commitment to collaborating with other schools in the local area and a willingness to support other local schools who are less well-resourced.
We do not require our partner schools to have a specific Ofsted rating and we are keen to work with schools in need of our help.

However, if your school has recently been rated as ‘requires improvement’ or ‘inadequate’, we are extremely mindful of your capacity. Schools must consider whether they can feasibly address wider priorities at the same time as implementing the Mathematics Mastery programme.

Whilst we encourage you to still apply, it is likely that we’ll need to follow up your application to confirm your readiness to join the Mathematics Mastery programme at this time.
If your school has a high intake of learners with special educational needs (SEN), we encourage you to get in touch with us to talk through the specific circumstances of your school. We can then provide guidance on whether the Mathematics Mastery programme is suitable for your needs.
We understand that in small schools, cohort sizes may vary and ages may be mixed within the same class.

The Mathematics Mastery programme is age specific, and fewer than 10 children in a cohort would mean our programme is generally unsuitable for your needs. However, we can make allowances for this in exceptional circumstances. We recommend you get in touch with us to talk through the specific circumstances of your school. We can then provide guidance on whether the Mathematics Mastery programme is suitable for your needs.

Other key considerations

“Our results are already good. Why should we still consider joining the programme?”

Underachievement in mathematics is a big issue, even in top performing schools. Whilst closing the attainment gap between different groups of pupils is a key aim, we also focus on increasing the number of pupils achieving top results.

Even when a school is seeing good results, more can usually be done to secure pupils’ deep conceptual understanding of the foundations of mathematics. This then reduces the need for intervention at the end of key Stages 2 and 4. A deep understanding of mathematics also better prepares students who choose to take mathematics into A level and beyond.

We work with many outstanding schools who want to ensure their teachers have access to effective and innovative professional development.  By continuing to invest in CPD and ensure teachers have the right guidance and support, outstanding schools can continue to maintain their results – and aim even higher.

“My school has a high number of pupils with English as an additional language (EAL). Would the programme work for us?”

Building and developing language skills is a key component of the Mathematics Mastery approach. Problem-solving and language-development tasks, often in groups and pairs, are involved in every lesson.

The approach focuses on using objects and pictures, alongside numbers and symbols, to represent mathematical ideas in different ways. This means pupils can still build up their mathematical understanding physically and visually, alongside language development. This approach builds confidence, understanding and enjoyment of maths among all pupils, and especially EAL pupils.

Problem-solving is at the heart of every lesson, and these tasks encourage communicating and sharing ideas, which often significantly contributes to EAL pupils’ increased understanding of English.

What teachers say about us

“Results have been amazing, but it’s the children’s confidence that really shines through”
Lyndsey Gale | Senior Leader, Thomas's Academy
View case study
Interested in joining the programme?

Interested in joining the programme?

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