Spotlight on LLMEs – Primary Teaching Assistants

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.

Helen Owens is a Cohort Lead for the SKTM Programme for Primary Teaching Assistants with Central Maths Hub, which supports schools and colleges cross the West Midlands. She talks about her experience of helping TAs deepen their understanding of maths teaching and why this work is so important.

How did how you become involved with Central Maths Hub?

I was working in one of Central Maths Hub’s local schools when I was invited to present at one of their cluster meetings after which the Maths Hub Lead asked if I’d be interested in leading some CPD. The following year, I got involved with the Mastery Readiness Programmes and the Specialist Knowledge for Teaching Mathematics Programmes, including the one for teaching assistants. Since then, I’ve also completed both the NCETM Accredited Professional Development Lead and the School Development Lead Programmes.

What is the Primary Teaching Assistant SKTM Programme?

It’s a series of four sessions across the year, designed to build TAs’ mathematical understanding and their confidence in supporting teaching for mastery in their schools. The groups are really mixed – some TAs come for their own professional development and others are sent by their schools to strengthen maths provision. What’s lovely is how quickly they gel – by the final session, they feel like a small family.
 
Each session has a clear structure, but I adapt activities to meet the group’s needs. They complete gap tasks between sessions, trying out strategies with pupils and bringing back what they’ve learned to share. We always focus on impact – I use a simple outline of a child, and we write around it the ways each approach might help pupils. It keeps the focus on who we’re doing it for.

What kind of impact does the programme have on participants?

The difference in confidence is huge. One TA told me at the start that she had hated maths at school because her teacher made her feel stupid. But by the end of the programme, she said she’d asked her school to support her to re-sit her GCSE because she felt inspired. That really stayed with me.

Many have said their subject knowledge has improved, especially in areas like fractions. One group had never used a fraction wall before, so we worked with lots of practical examples, visuals and manipulatives. For some, it was the first time those ideas really made sense. They went back to school and started creating their own resources, sharing games and activities they’d developed.

What benefits do schools see from TAs taking part?

A number of schools have decided to send two TAs each year, because they can see the value. One school even asked if they could send four! The TAs felt more confident in class and better able to use mathematical language and reasoning with pupils. That confidence has a ripple effect. They told me their pupils are now more willing to explain their thinking and talk about maths. I think it also helps schools see their TAs as professionals with valuable expertise, not just extra pairs of hands. That sense of being valued makes a big difference.

What have you learned from leading the programme?

I’ve learned how important it is to create a safe space where people can ask questions and make mistakes. Some TAs have had bad experiences of maths in their own schooling, so it’s vital to rebuild that confidence. I’ve also learned to adapt sessions around what they need most. Fractions, for example, came up again and again as an area they found tricky, so I brought in extra resources and examples. The practical activities and language focus made a real difference.

Why does professional development for teaching assistants matter?

A good TA is one of the most valuable resources in a classroom but often they don’t get the same professional development as teachers. Many of them work with pupils who need the most support, yet they’re rarely offered subject-specific CPD. This programme gives them that opportunity. It helps them feel valued, and it helps schools make the most of their skills.

Every time I talk to a school about professional development now, I make sure there’s something in their plan for TAs. They’re such a crucial part of children’s learning.