The MNP approach was very different from the way most of us had taught in the past, so we weren’t sure what we were getting into. No matter how much training you’ve attended or how many MNP videos you’ve watched, there comes a point when you just have to go for it!
As expected, the first few weeks of implementation were frantic. As the largest primary school in the UK, we’re lucky enough to have a specialist maths lead. Our maths lead supported this approach across the entire school, modelled teaching and answered questions. This made a huge difference to teacher confidence.
Our maths lead also made sure that their monitoring processes aligned with the approach. It was important that lesson observation expectations didn’t prevent teachers from removing differentiation by task or seating the children in mixed-ability pairs.
Our school’s progress
When we look back at where we were at the start of the year, we’re amazed by the progress made by both children and teachers. Our data shows significant improvement and more importantly, attitudes to maths across the school have transformed.
Pupils are resilient, engaged and able to explain their reasoning and talk about their maths. They use their knowledge flexibly and make connections in their learning. The initial weeks of pain have paid off: there’s no way we would go back to our old approach now.