Spotlight on LLMEs – Early Years SKTM

Local leaders of mathematics education (LLMEs) are the people responsible for leading Maths Hubs professional development at a local level. Experts in both maths teaching and CPD, they combine knowledge of their local context with an understanding of the national picture of maths teaching.

But who are LLMEs, and how have they taken on the role? In our ‘Spotlights’ series, we speak to LLMEs across the country, in all phases, to learn more.

Kate Lowe has been a Cohort Lead for the Early Years SKTM for the last three years, delivering both the number and spatial reasoning pathways in the programme. She tells us all about her journey to becoming an LLME with West Yorkshire Maths Hub.

How did you get involved with your Maths Hub and become a Cohort Lead?

Initially, I was a participant on the pilot Early Years SKTM programme, as I was looking to improve maths teaching and learning in Reception in my school. I found the programme invaluable – it gave me clear, research-based subject knowledge and pedagogy, as well as helping to change my practice through action research in the classroom. Because of this, I decided to complete the Professional Development (PD) Lead Programme and the linked Master’s in Maths Education. Both enabled me to explore how effective maths CPD could be delivered.

Once certified as a PD Lead, I contacted West Yorkshire Maths Hub about opportunities to get involved and, following a year of participating in the Early Years LLME development sessions, I became a Cohort Lead on the EY Spatial Reasoning pathway.

What does your role as Cohort Lead involve?

My role as Cohort Lead is so much more than delivering training sessions. It’s an opportunity to support EY practitioners to develop their knowledge and skills in maths teaching and learning, as well as providing the opportunity to consider relevant pedagogical approaches. Developing practitioner confidence is also a key dimension – at the end of the programme, people often highlight how much more confident they feel teaching maths.

Key elements of the Cohort Lead role include: adapting the content using the existing SKTM core materials and other resources; delivering sessions; setting gap tasks; answering queries; and creating a community where participants can share practice. I constantly review the programme to ensure future sessions meet the participants’ needs.

What challenges and questions do participants usually have at the start of the programme?

Participants usually come with some trepidation. I always set a pre-task; being able to talk about this helps to settle any nerves and build relationships. The main questions participants come with are, ‘How do I improve the experience of maths that my children are getting?’ and, ‘What approaches, resources and activities should I use to do this?’. Throughout the programme, I ensure that practitioners develop their understanding and subject knowledge so that they feel confident to make those changes in their settings, whether or they are teaching using a scheme or not.

What impact does the programme have on participants’ practice?

Participants change their practice in so many ways by the end of the programme. They gain a strong understanding of what is developmentally appropriate and use this in their classrooms effectively to support learning and progression.

'I now know the variety of ways pattern can be explored and challenged. I understand the importance and significance of pattern and spatial reasoning on a child at an early age and the challenges they may face if this is not developed.’ 
Participant on Kate’s Early Years SKTM programme

Children’s use of mathematical language following the programme is often highlighted by participants, who share that they are using stem sentences more effectively to support children to articulate learning and access concepts.

Essentially, participants at the end of the programme say that they know how to teach maths better, how to structure learning, how to address any gaps and they feel more comfortable maximising opportunities in their continuous provision.

How does being an LLME benefit you personally and professionally?

Being an LLME is so important to me, and I love being involved with West Yorkshire Maths Hub! The hub team is so supportive and provides great PD sessions. When I started as a participant, I didn’t really think I would be leading the EY SKTM programmes one day, but it is such a privilege to do so. I’ve learnt so much and continue to do so, both from the LLME meetings and from my participants when running sessions. My approach to maths teaching and learning is completely different from when I started working as a Reception teacher, and I have my involvement with the Maths Hub to thank for that.

What's next for you as a Cohort Lead?

More of the same! I’ll continue to attend LLME and national meetings, which are extremely helpful in terms of keeping my knowledge and skills updated, both in relation to subject knowledge and what it means to facilitate strong CPD.

I’m really looking forward to welcoming a new cohort (or two) this academic year. It is such an honour to be able to support participants to improve their practice and develop an enthusiasm for teaching maths.