Welcome to the first White Rose Maths conference. We are really excited to welcome you to our celebration of maths.

Please join us in Leeds on the 19th June where we have a fantastic selection of workshops to inspire you in the classroom.

177 days to go until the conference!


The Banking Hall
2 Infirmary St




Buy your tickets online now with Maths Conference Tickets



A chance to get ready for the day ahead
Tea and Coffee


An introduction to the day and welcome from the WRM team

Keynote 1

Tony Staneff and Team.
What’s new from WRM for 2018/19?

Workshop 1

Choose from one of the following:

  • Effective use of diagnostic questions
  • Firm foundations in fractions
  • Unitising: why haven’t I thought about this before?
  • Morning Maths Meetings
  • Changing mindsets in maths
  • Everyone can with Power Maths!

A chance to meet some of our partners and network

Workshop 2

Choose from one of the following:

  • Don’t you just add a zero?
  • Rekenrek 101
  • Mathematical language: precision counts!
  • A Pocketful of Counters
  • Mathletics
  • Pattern and structure
Workshop 3

Choose from one of the following:

  • Don’t Just Learn It, Remember It!
  • Multiplication facts: recall, retention and flexibility
  • CPA in algebra
  • Problem solving: the benefits of using multiple methods
  • Do maths problems always need words?
  • Much Ado about Maths

A chance to meet some of our partners and network

Keynote 2

Meet the inspirational Head teacher of Parklands Primary School, Chris Dyson and learn how he is using WRM materials and resources

Workshop 4

Choose from one of the following:

  • ‘A mastery curriculum is an interconnected curriculum’
  • Heads, shoulders, knees and toes: using our bodies to understand geometry
  • Maths mastery greater progress – and less marking (what’s not to like?)
  • Necessity is the mother of differentiation
  • Making working walls work
  • The most active maths workshop – EVER!


Tony Staneff

Tony Staneff is Head of External Initiatives at Trinity MAT and within this role he leads the work of White Rose Maths. From the moment that he first began teaching, Tony was driven by the belief that everyone can succeed in maths, and in those 18 years, nothing has changed his mind on this. Passionate about helping others to share his love for maths, Tony has been Head of Department, AST and Senior Leader across a range of schools and has a fine track record for improving maths outcomes.

In his spare time, Tony enjoys musical theatre and is looking forward to seeing the new Meatloaf musical in London.

Maths Conference Speaker : Tony Staneff

Chris Dyson

Chris Dyson has been the proud Headteacher of Parklands Primary School in Leeds for over three years. He is also a National Leader of Education and the school is a National Support School. Having inherited a school with 150 exclusions and a grading of ‘Inadequate’ by the LA, Chris and his team are delighted that exclusions are down to just one and the September 2017 Ofsted inspection rated the school as ‘Outstanding’. With 72% PP, Parklands is the most deprived primary school in Leeds, but the team don't see this as a barrier to learning: indeed, this is the single highest performing school in the country in maths, with 75% of pupils gaining Greater Depth at the end of Y6.

Smile… it's the best job in the world!

Maths Conference Speaker : Chris Dyson


Workshop 1

Suitable for All Key Stages.

Diagnostic questions are an extremely useful means for identifying children’s understanding and misconceptions. In this workshop we find out how to get the very best value from the two key applications for diagnostic questions:

1) as a powerful classroom tool for formative assessment, using technology as simple as children’s fingers

2) as a homework platform that not only saves you hours of marking and preparation every week, but also helps you to learn more about your students’ understanding than you ever thought possible.

All of this courseware is 100% free and beautifully easy to use. The content is drawn from the many fantastic questions created by the White Rose Maths team for children from Years 1 to 8, and by all the major GCSE awarding bodies.

Suitable for KS1/KS2.

This session looks at making clear links between fraction concepts to deepen children’s understanding.

Starting with the basic definition and concepts of a fraction, we then examine different fractions and explore how the four operations work when handling fractions.

Children struggle to remember which method to use for which operation, but the session shows how pictorial methods not only help children to choose the correct operation, but also develop their understanding of the concepts involved and the procedures they need to use.

Suitable for EYFS – KS2.

Fundamental to developing fluency in calculation, ‘unitising’ – appreciating a group of objects as a single unit – is a concept which opens learning doors for children and adults alike. Through known facts, unitising helps children to solve questions such as ‘3 lots of 0.004’ just as easily as ‘3 lots of 4’, or to explain why ‘360 – 40’ can baffle children while they would see ‘6 – 4’ as simple.

This session is helpful for teachers of all year groups, but it is vital, game-changing knowledge for those teaching younger mathematicians.

Suitable for EYFS – KS2.

This introduction to Morning Maths Meetings explains what they are, the big benefits that they offer and how to embed them in your school.

In brief, a Morning Maths Meeting should be 10-15 minutes of fun and playful daily activity with all year groups. Supplementary to the normal daily mathematics lesson, it incorporates a variety of hands-on activities to inspire children’s enjoyment of maths and to practise their basic maths skills.

Designed for practitioners working in KS1-KS2, this workshop will help you use these fun meetings to develop each year group’s fluency, reasoning and confidence in their basic number and calculation routines.

Suitable for KS1/KS2.

This practical session offers KS1 and KS2 teachers lots of helpful tips and ideas to use right away in their own classrooms.

Carol Dweck’s revolutionary work on ‘fixed mindsets’ and ‘growth mindsets’ showed how children’s beliefs about their own learning have enormous implications for achievement. Best of all, she demonstrated that mindsets can be changed to allow richer, more successful learning.

In this session, we examine the nature and impact of fixed and growth mindsets in maths. We explore ways of giving children the confidence and conviction that they really can do maths and discuss how to evolve classrooms that value mistakes and celebrate creativity.

Suitable for KS1/KS2.

Power Maths is one of only two DfE approved maths mastery programmes, aimed at ensuring that Everyone Can succeed with maths. Its textbooks, pupil books and online resources are all aligned with the National Curriculum for England and the White Rose Maths schemes of work. Designed to support teachers and inspire learners, it brings the ideas of maths mastery alive in the classroom and supports teachers on their maths mastery journey. Come along and discover how it can help you and your pupils.

We will take a look at the essence of mastery, published by the NCETM, and show how this is woven throughout the Power Maths programme enabling mastery in maths to be achieved. You will discover the content overview of the programme and have access to Power Maths resources, discovering first hand what it’s all about. #powerofmaths

Workshop 2

Suitable for All Key Stages.

What if you were responsible for a child’s entire maths education from early years to A levels? Would you change the way you teach?

This workshop looks at some of the misconceptions that can arise from considering only one Key Stage or year group at a time.  We begin to consider the key aspects of continuity in the curriculum, and how thinking about the bigger picture can bring immense benefits for learners as they move through their educational journeys.

Suitable for KS1/KS2.

If you’ve not yet discovered this incredible Dutch maths tool, you must come and try it for yourself!

This session proves that this simple frame with its sliding coloured beads is more versatile than any other maths manipulative. Find out how the Rekenrek can help learners to strengthen number concepts, understand mental maths strategies, develop fluency, deepen understanding of the basic operations and so much more! Fifty minutes will be just enough time for you to explore, practice and be inspired by what the Rekenrek can do for your primary students. This hands-on workshop will leave you wanting more…  And there’s so much more to learn!

Suitable for KS1/KS2.

Underlining its requirement that children use mathematical language, the National Curriculum states that ‘the quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof”.

This KS1-KS2 workshop examines why precise mathematical language is so important. We discuss how clarity in our expectations of language use can help us to strengthen children’s reasoning skills. We look at key vocabulary relating to specific mathematical concepts, how this can be effectively modelled by practitioners and how to embed it in children’s responses.

Suitable for KS3 – KS5.

Integrating manipulatives into the secondary classroom is often seen as a challenge, but this session opens up endless possibilities for building clarity, confidence and competence in maths for Years 7 to 13.

After a full year’s work introducing concrete resources to secondary students, we’ve so much to tell about how these tools have opened up new links between topics, illuminated new methods and given students the chance to take real control of their own learning. A pocketful of counters and a bead necklace… Even the simplest of resources can inspire, develop and deepen understanding like never before!

Suitable for KS2.

Mathletics is an online resource aimed at helping every child to be successful in maths. It provides a wide range of activities, games, eBooks and resources all aligned to the National Curricula of the UK and Ireland and designed to support teachers and inspire learners.

If your school already subscribes to Mathletics, this session helps you maximise its value, boost engagement and discover how it helps to build an ‘I can do Maths’ mindset. We explore how Mathletics supports each ‘Small Step’ in the WRM Scheme of Learning, and how teachers can assign courses and activities for each WRM Block.

If you’re new to Mathletics, the workshop highlights features which support the development of fluency, problem solving and reasoning and shows how Mathletics helps teachers reduce marking time, plan effectively and use its termly reasoning and arithmetic assessments. Delegates are given free trials to examine the resource back in school.

In this session, we unpick some of the thinking that could support and develop our use of variation, CPA and problem solving in lessons. We also take some time to discuss when chaos is actually more useful than order…

Having taught for many years, Josh now works as an author and consultant from his base in Cornwall. He began his career in special schools, before moving to primary, where he became a Maths Specialist under the MaST programme, and has also taught up to Key Stage 4.

Workshop 3

Suitable for KS3/KS4.

“So my class have just learned something… now what? It’s not enough for them to just learn something; they need to remember it too!  So, when would be the best time for us to recap it?  How often should we recap it?  How much practice should I give them?  How should I organise the questions? What are the pros and cons of the choices I need to make?”  Paul Rowlandson is a maths teacher and is a doctoral student in Education.  During this session, he discusses some of the things he has learned over the last year to address the questions above.  The key findings from the research articles will be presented in gameshow format, with prizes available for the winning contestant!

Suitable for KS1/KS2.

This workshop is a valuable opportunity to explore rote- and strategy-based pedagogies for the multiplication facts. We begin by focusing on repeated addition as the foundation of multiplication, the use of visuals, the counting stick and skip counting, before exploring initiatives such as Times Tables Rock Star and Terror Tables. Finally, we consider The MultiGlove, which uses both strategy and visual aids for the teaching and learning of the multiplication facts.

Where should we start when considering how to teach children about the world of algebra? What can we do to make sure that they not only enjoy the topic, but understand it, too?

This session looks at how a CPA approach offers a brilliant starting point for introducing algebra. We show how taking small learning steps leads to quicker progress because children have already fully understood and mastered the basics.

Suitable for KS2 and KS3 teachers, the session strengthens subject knowledge and provides strategies and hands-on activities that you can implement right away in your classroom.

Suitable for KS3/KS4.

Are your learners too focused on finding the answer without reflecting on how they might get there?

There may be more than one answer to a problem, and there are always different ways of solving it! This session celebrates the great variety of problem-solving methods and looks at the benefits of group discussions, collaboration, thinking and analysis around the different methods that learners use. We consider how to milk a problem for all it’s worth and how just a single question can generate a plethora of learning opportunities!

Suitable for EYFS/KS1.

“Can Year 1 pupils reason and problem solve? Isn’t that kind of thing only for older children?” Problems are all around us and every child should learn to handle reasoning and problem-solving situations.

In this session, we look at imaginative ways of using everyday images to promote and inspire reasoning and discussion. We create engaging, image- and game-based problem solving activities that capture attention and interest. Another crucial element in developing these skills lies in opening up a variety of scenarios and settings in which children can practise them: together, we look at how to plan these opportunities and build them effectively into lessons.

Intrigued? You should be! Josh Lury’s academic background in philosophy has given him a deep interest in the thinking that underpins and bridges disparate areas of learning. This session is a great example of how Josh’s creative thinking taps new insights and excitingly different approaches in the maths classroom.

While the substance of this session is under wraps until it happens, you can expect a chance to explore some practical approaches to maths teaching through the lens of Shakespeare’s language and dramatic invention. Be prepared for surprises – but this session is neither as pretentious nor as frivolous as it might sound!

Workshop 4

Suitable for KS1/KS2.

“Mathematics is a creative and highly interconnected discipline… providing the solution to some of history’s most intriguing problems.” National Curriculum (2014)

Learning is not linear. Mathematics is a complex web of interconnected ideas and knowledge. It is fundamentally important that students revisit prior learning and expand their understanding of mathematical concepts as they progress.

This workshop addresses the misconception that when teaching for mastery, we do not revisit topics. It will also give delegates opportunities to discuss how particular topics in primary maths are interconnected, and how we can purposefully plan to revisit and develop them.

Suitable for KS2/KS3.

Active learning – or learning by doing something that develops their skills, rather than passively receiving information, has long been respected as an engaging and effective approach.

In this workshop we look at ways in which learners can actively experience geometric relationships. We use our bodies and simple, easily accessible equipment to make shapes and explore their properties. We think about angles, parallel lines and symmetry in polygons and we probe the mysteries of circles.  This hands-on session will be of particular interest to KS2 and KS3 teachers.

Suitable for KS2/KS3.

This practical, hands-on demonstration shows how Learning by Questions (LbQ) a pedagogy founded on timely feedback and intervention, shows how children from Years 3 to 9 could improve their learning by more than 25% in a year*.

The pedagogy incorporates maths Question Sets, which were devised by teachers with guidance from the White Rose Maths team. Children answer these questions at their own pace and receive automatic feedback while teachers have live analysis of the lesson to guide interventions at just the right moment, when the impact on learning and progress is greatest – all without the need for any teacher marking!

All delegates receive free trial access to try out www.lbq.org in school.

*(Institute for Effective Education)

Suitable for KS2.

It can be difficult to ensure mathematicians who quickly grasp concepts are appropriately challenged (Jane Jones, ex-Lead HMI – Mr Barton Maths Podcast, January 2018).  In this session, we consider an approach to planning for and teaching mixed attainment classes.

Spoiler alert: Gary is disturbed by the misconception that mastery means ‘no differentiation’!

Gary is a primary maths lead and SLE at Bournville Junior School Teaching School Alliance in Birmingham.

Suitable for KS2.

Passionate about the power and potential of working walls, Beatrice shows how these interactive displays can support, enthuse and inspire learners – and teachers, too!

This session looks at the rich variety of content you might use for your working wall. We discover how it can record learning journeys – over a day, a week, or more – and how learners can make the best use of these insights. Most important of all, Beatrice focuses on the need to involve everyone in interacting with the working wall, so it supports both teaching and learning – and never fades into ‘classroom wallpaper’.

Suitable for KS2.

This fantastic 50 minutes of active maths not only brings together education and health, but shows how high-energy learning motivates and engages learners… Maths + Fun = a whole lot of added value!

Participants will be buzzing with practical ideas to develop fluency, problem solving and reasoning – from EYFS to Year 6 – through physically active learning!

This pioneering active approach not only offers an enjoyable alternative to classroom-based learning, but also promotes physical activity – crucially important to healthier lives in the face of ever more sedentary lifestyles. Research by Leeds Beckett University and abroad proves that PAL approaches work and play – they tackle inactivity & obesity & impact on standards.