Talavera Junior School – Case Study

Talavera Junior School'S MATHS HUB JOURNEY

Talavera Junior School has been involved in the Maths Hub since 2018.
Find out about the school’s journey with the Maths Hub and why the school leadership feel it is important to work with the Hub.

school context

Talavera Junior School is a mixed junior school serving students aged 7–11 with approximately 500 pupils on roll, serving a diverse community, 58% EAL and 14% of pupils are eligible for free school meals

Part of the Bold Futures Federation.

Most recent Ofsted inspection judged the school Outstanding in all areas.

Mathematics progress outcomes are above local authority and national averages

Strong commitment to inclusive practice and high expectations for all learners

Impact on Pupils

After seven years of adopting Teaching for Mastery approaches, maths outcomes rose from 76% → 83% at the expected standard and 15% → 22% at greater depth.

In 2024, results were exceptionally strong: 98% met the expected standard and 31% achieved greater depth.

Improvements were seen across key groups, including pupils eligible for FSM, SEND, EAL, and disadvantaged pupils.

In 2024, 87% of disadvantaged pupils met the expected standard and 17% achieved greater depth, outperforming national averages (59% and 13%).

MATHS HUB ENGAGEMENT

Worked closely with the regional Maths Hub since 2018 engaging annually in programmes such as Teaching for Mastery and Specialist Knowledge for Teaching Mathematics.

In‑school trained Mastery Specialists support implementation and ongoing refinement of practice.

Leaders prioritise release time for staff to participate in Maths Hub professional development.

CPD learning is embedded for all staff through staff meetings, team teaching, coaching, LSA training and professional dialogue to ensure ideas translate into classroom practice.

Teaching for Mastery has been introduced gradually and purposefully, with annual refinement focusing on specific aspects of practice.

Recent development has strengthened consistency in the use of mathematical language across the school.

KEY INITIATIVES AND THEIR IMPACT

Purposeful, phased implementation: ensured staff confidence and strong fidelity to principles.

Mastery specialists in school: provided expertise, coaching and continuity.

Annual engagement with Maths Hub professional development: sustained momentum and alignment with national guidance.

Strategic use of staff meetings: embedded learning and supported consistent practice.

Refined annual focus: enabled depth and avoided initiative overload.

IMPACT ON TEACHING & LEARNING

Teaching and learning in mathematics is now consistent, deliberate and conceptually focused:

Lessons are carefully planned to support depth of understanding and mathematical thinking with a strong focus on Oracy.

Staff meetings are used strategically to revisit key principles, share practice and refine approaches.

Pedagogical principles from Teaching for Mastery are now evident beyond mathematics, influencing wider curriculum thinking.

Teachers demonstrate increased confidence in adapting lessons to support all learners while maintaining high expectations.

CURRICULUM DEVELOPMENT

The mathematics curriculum is designed to prioritise depth, coherence and conceptual understanding. Mathematical language, representation and structure are carefully considered across year groups.

Curriculum development is informed by ongoing professional learning and classroom evidence.

Teaching for Mastery principles now influence wider curriculum design and pedagogical thinking across the school.

NEXT STEPS

Continue refining teaching and learning through focused annual priorities.

Sustain high outcomes while ensuring equity for all pupil groups.

Build on existing strengths by further developing in-school expertise.

Maintain strong engagement with the Maths Hub to support long-term improvement and professional growth.