Leading Maths in a Multi-Academy Trust 2019-20

Multi Academy Trusts are setting up regularly all over the country. Outwood Grange Academies Trust has a model for leading Mathematics across a trust, led by Kathryn Greenhalgh, that is proven to work!

‘Director of Maths’ working across a number of academies is a relatively immature role in the teaching profession and many who take on this role are not always experienced in the way to work. 

Kathryn has led sessions at the RSC meetings and feedback has shown that there is a national need for this. Therefore, we have developed this Innovation Work Group to support directors of maths within MATs in developing their own systems and structures to develop a number of departments within a trust; develop their own staff; implement tracking systems and implement intervention opportunities for pupils.

Outcomes of the Work Group:

  • Professional Learning: leadership development beyond the remit of a Head of Department.

  • Trust ‘departmental’ systems and structures developed for raising attainment in maths

  • Pupil achievement: focussed and targeted intervention of pupils improves standards.  

  • Development of classroom practice and ethos improves outcomes.

  • Raised standards across a MAT.

  • Improved GCSE results in the initial stage.

Intended schools and participants:

  • Directors of Maths from MATs

Dates for this programme are yet to be confirmed. However, please register your interest by clicking here:

Quotes from the CEO of a MAT previously worked with:


  • Good quality training means there are more consistent approaches to teaching mathematics. Leaders have shared plans and strategies for meeting pupils’ learning needs and staff have responded well, raising expectations of what can be achieved. 

  • In Key Stage 1, pupils are developing a strong and secure knowledge of number bonds and other key mathematical concepts, creating strong foundations for future learning. Similarly, in Key Stage 2, teachers are successfully filling gaps and covering a broad range of mathematics. Pupils are also being helped to solve problems and explain their reasoning. As a result, standards of mathematics in books and the lessons observed were high.

  • The Mathematics schemes of learning have been planned thoughtfully and have considerably raised pupils’ and teachers’ expectations of what can be achieved. Activities are matched well to the national curriculum, recognise current gaps and describe effective activities for building knowledge over time.  

  • The mathematics curriculum has been overhauled this year and the changes are having a very positive impact. In Key Stage 1, children are now building confidence and fluency in manipulating numbers, including the core addition, subtraction, multiplication and division skills they need to be successful learners in Key Stage 2. All pupils are being given opportunities to solve more complex problems and explain their reasoning and very effective, timely intervention is helping those at risk of falling behind to catch up quickly – usually on the same day.

  •  One of the strongest aspects of teachers’ delivery is the way they frequently check pupils’ understanding and work rate in lessons, encouraging further participation or explaining material in a way that deepens understanding of a topic.

  •  Good quality training has helped raise standards. Leaders have successfully raised standards in Mathematics because they have clear plans for curriculum content and have worked with staff to create a shared approach to delivering tasks effectively.