Spotlight on LLMEs – Primary Mastery Specialist

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. This means that they can make the professional development they lead as bespoke and high-quality as possible. Working with small groups of teachers and schools, they really get to know participants and work with them over an academic year or more. And they are usually practising classroom teachers at the same time too.

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.

Jodie Hill is a participant on the Primary Mastery Specialist Programme. She is an experienced primary school teacher in her second year of training with South Yorkshire Maths Hub. We asked her to tell us about her journey so far.

What is your current role and school, and what career stage are you at?

I am currently the Year 5 teacher, phase lead and maths lead at Worsbrough Common Primary School and I have been teaching for eight years.

What made you decide to become a Mastery Specialist?

I decided to become a Mastery Specialist because I’ve always been passionate about teaching maths and ensuring that pupils truly excel in the subject. Mastery in maths isn’t just about solving problems; it’s about deeply grasping concepts and developing a strong foundation that pupils can build on. As a lead teacher, I wanted to focus on creating effective teaching strategies and resources that help children achieve this level of understanding.

I’ve seen first-hand how mastery-based approaches can significantly improve pupil outcomes. By emphasising conceptual understanding and problem-solving skills, rather than just rote memorisation, we can help children develop a love for maths and a greater confidence in their abilities. Becoming a Mastery Specialist allows me to influence curriculum design, support other teachers, and implement best practices that make a real difference. It’s incredibly fulfilling to see pupils gain a deeper appreciation for maths and reach their full potential.

What have you enjoyed about the training so far?

I’ve thoroughly enjoyed several aspects of the Mastery Specialist training so far. One of the highlights has been the collaborative environment. Working closely with other educators, sharing insights, and discussing different approaches to teaching maths has been both inspiring and enlightening. It’s amazing how much we can learn from each other’s experiences and perspectives.

How have you adapted your own practice so far, and what has been the impact?

Since starting the training, I’ve made several adaptations to my practice that have had a noticeable impact. I've started using more visual aids and manipulatives to help pupils grasp abstract concepts. This hands-on approach has made maths more tangible for every child, particularly those who struggle with purely numerical representations. 

I’ve also integrated more problem-solving and reasoning tasks into my lessons. Previously, my focus was more on procedural fluency, but the training has emphasised the importance of developing pupils' conceptual understanding. By incorporating tasks that encourage deeper thinking and discussion, I’ve seen children become more engaged and confident in their ability to tackle challenging problems.

The impact of these changes has been positive. Pupils are more actively participating in lessons, and their ability to apply maths concepts to new situations has improved. I’ve also noticed a boost in their overall confidence and enthusiasm for maths, which is incredibly rewarding.

What are you looking forward to doing when you become a Mastery Specialist?

When I become a Mastery Specialist, I’m looking forward to the prospect of working closely with other teachers to help them enhance their practice. Providing professional development, sharing effective teaching strategies, and offering support to other teachers will be a rewarding part of the role. I’m excited about the chance to make a meaningful difference in both teaching and learning, and to contribute to a culture of excellence in maths education.

How has the decision to become a Mastery Specialist affected your role at school, or how do you expect it to do so in the future?

I’ve had the opportunity to collaborate with educators from other schools through the Maths Hub community. This has expanded my professional network and exposed me to a wider range of strategies and ideas. The decision to become a Mastery Specialist has positioned me to make a more substantial impact on both my school and my career, setting the stage for continued growth and hopefully more development in the future.

What are the benefits to your school of having a Mastery Specialist?

My role as a Mastery Specialist benefits my own school, as well as the others I work with during the programme. My role is dedicated to improving the quality of maths education at our school, enhancing teaching practices, and ensuring that every pupil can achieve their full potential. I work to build our school’s capacity to sustain these improvements.

What would you say to someone considering becoming a Mastery Specialist?

Becoming a Mastery Specialist is a fantastic opportunity to make a significant impact on both teaching and learning within your school and other schools. It is a rewarding journey that offers the chance to shape the future of maths education. If you’re passionate about maths and eager to support both children and colleagues, it’s definitely a role worth considering.