Seven teaching assistants at Huntington Community Primary School in Chester have completed Groundwork Maths training, ready to begin using the programme to support pupils with gaps in their mathematical understanding.
On 7 September, Tony Staneff, Co-founder of Rethink Maths, and Sophie Lord, Impact Lead at Rethink Maths, spent three hours working with the school’s teaching assistant team. The training included an overview of Groundwork Maths, modelled sessions and time for the TAs to practise delivering a session to one another.
Conversations grounded in pupils
What stood out most was how quickly the training became a conversation about pupils. The TAs asked thoughtful questions throughout, often relating what they were seeing to particular children they work with in school. Their questions showed how determined they were to get the most from the training so that the pupils they work with can benefit as much as possible from taking part in Groundwork Maths interventions. The group’s size helped create the right atmosphere for those conversations to happen naturally. With seven TAs around the table, there was space to explore individual needs, discuss how sessions might work in practice and think creatively about how the resources could be used across the school.
One suggestion came from Meg, who asked whether the session worksheets could be used as a morning maths activity for some pupils. It was an idea we had not considered before, but immediately saw real value in. Starting the school day with a familiar activity that reinforces learning from an earlier intervention session could help those pupils experience success and build confidence.
For us, this was exactly what strong professional development should make possible. Not simply explaining how to follow a programme, but giving skilled adults the confidence and space to consider how it can work best in their setting and for the pupils they know.
Learning by doing
The practical parts of the training brought plenty of energy to the room. The TAs threw themselves into role-playing as pupils during the modelled sessions and were just as enthusiastic when it was their turn to lead. Watching them use the resources, try out the language and support one another was a proud moment for our team.
The feedback reflected the value of that practical approach. 100% rated watching a full Groundwork Maths session being modelled as 5 out of 5 for helpfulness and 100% rated practising a session with a partner as either 4 or 5 out of 5 for helpfulness.
“It was so positive and explained the ideas behind the programme, which always
helps me understand, and we could ask questions as they came to us.”
“The training was really clear and related resources provided were easy to use. The
modelling of sessions ensured we had an opportunity to see how the intervention is
delivered. Trainers were supportive and approachable.”
Next steps for Huntington
At the end of the morning, each of the seven TAs received a certificate and a bronze Groundwork Maths “Trained” badge. The badge recognises that they have completed the initial training and developed the knowledge needed to begin delivering the programme. The Huntington team plans to begin delivering Groundwork Maths sessions within the next couple of weeks. As they move from training into delivery, we will continue to support them and gather feedback on how the programme is working in practice. The morning at Huntington was a powerful reminder that the greatest value of intervention resources is realised when they are placed in the hands of adults who know their pupils well, ask the right questions and are committed to making every session count.
