Best Practice

Developing a reasoning-rich maths curriculum

In 2015, Kirsty Munns spent 10 days in China observing maths lessons. The experience inspired her to develop a whole-school ‘reasoning-rich’ maths curriculum. She reflects on the outcomes and the lessons learned so far

I work in a larger than average primary school in a diverse but economically deprived area of north London. After joining the school in 2012 as a teaching assistant, I did a placement with Teach First and went on to complete Ambition School Leadership’s Future Leaders programme in 2016, as a member of the school’s senior leadership team with whole-school responsibility for maths.

More than half of the 950 pupils on our school roll are eligible for free school meals, compared to the borough average of 29 per cent, and the number of pupils with English as an additional language is well above the national average.

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