In this episode, Tom Manners, Naomi Bartholomew-Millar, and Steve Lomax explore two key subject leadership moves for November in secondary maths: running year 11 mocks well and using book scrutiny in a way that reveals real learning. The conversation is practical and context-driven, with a strong focus on consistency, collaboration, and making sure monitoring leads to improvement rather than just compliance. We discuss how to prepare students, staff, and parents for mocks, what makes a fair and useful mock paper, and how to use work scrutiny alongside pupil voice to judge standards more honestly.

Key topics

• Tom, Naomi, and Steve reflect on October feedback from a head of department who runs learning walks in pairs, showing how collaborative practice can build trust and richer professional conversations.
• Naomi argues that mocks should have a clear purpose before anything else: are they a snapshot, a diagnostic tool, or a way to identify gaps and groups needing support?
• The trio stress the importance of triangulating messages for students, parents, and teachers so everyone gets consistent guidance on revision, expectations, and what the mock is for.
• Naomi suggests making revision manageable by giving students a small, targeted list of areas to work on, based on prior assessment and QLA, rather than overwhelming them with huge lists.
• Steve frames mocks as the start of a training camp, not the finish line, with year 11 staff aligning around the idea that this is stage one of a longer journey.
• The group debate what a mock should actually include, with a strong view that calculator and non-calculator practice should both be represented and that the mock should mirror the real exam experience as closely as possible.
• They warn against overinterpreting mock grades if the paper does not fully replicate the summer exam, especially if content coverage or paper structure is incomplete.
• The conversation shifts to post-mock marking and standardisation, with Naomi recommending department meetings focused on question-level analysis rather than just overall grades.
• Steve shares a practical marking tip: keep a blank copy of the paper beside you and note recurring misconceptions question by question so standardisation is evidence-based.
• For work scrutiny, Naomi argues that books alone can mislead, especially in maths classrooms where much of the learning may happen on mini whiteboards, tables, or through manipulatives.
• The group suggest that book scrutiny becomes much more valuable when paired with pupil voice, because students can explain what is in their books, what is missing, and how the learning connects across lessons.
• Steve and Tom both return to the same principle: any monitoring activity should have a clear improvement purpose, not just be a check for the sake of checking.

Timestamps

00:00 - November context and paired learning walks
04:28 - Planning Year 11 mocks and defining their purpose
10:21 - Mocks as the start of a training camp
20:37 - Marking, standardisation, and question-level analysis
26:55 - Book scrutiny, pupil voice, and meaningful monitoring

Notable quotes

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“A good collection of teachers is better than a collection of good teachers.”

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“This is the start of the training camp.”

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“What is it you need to adapt or change or tweak moving forward?”

October is here, and with it comes a shift in energy. The initial excitement of September, filled with fresh possibilities and renewed enthusiasm, often gives way to the realities of the school year. In this episode, Tom Manners, Steve Lomax, and Naomi Bartholomew-Millar explore this transition and offer insights on how to harness the momentum built in September to ensure a productive October for maths leaders

Through the three lenses that Tom, Steve and Liz will look at each month – judging standards, evaluating teaching and learning, and securing improvement – they make suggestions about what maths leaders may want to be focusing on during October, while building on what was established in September.

They explore ideas such as learning walks and why we should do them, assessment and the assessments we may be required to create in October, considering why we have to do them in the first place, and ensuring that the vision for maths is now completely established.

Questions and thoughts are always welcomed.

Visit our website: leadingsecondarymaths.co.uk

In this episode, three secondary maths leaders from different parts of the country share their insights on leading maths departments, focusing on setting vision, evaluating standards, and securing sustainable improvement. They discuss practical strategies for September planning and fostering team culture.

Key topics

• The importance of context in leadership
• Setting and sharing a clear vision for the department
• Using GCSE and Key Stage 2 results to inform teaching
• Focusing on deepening understanding rather than reteaching
• Creating a positive team culture and professional trust
• Strategic planning for September and beyond
• The role of professional development in sustained improvement
• Using data and student responses to guide teaching
• The significance of shared standards and expectations

Chapters

00:00 Introduction to the panel and their roles

00:29 The unique perspectives of each leader

01:04 Context is key in leadership

01:49 The importance of September planning

02:55 Leading through the year with a clear vision

04:17 Using GCSE results to judge standards

07:00 Sharing the department's vision effectively

09:40 Analyzing student responses and curriculum decisions

12:11 Embedding key concepts from Year 7 to Year 11

15:26 Focusing on a few high-impact priorities

18:18 Consistency in teaching strategies

21:30 Building a positive department culture

24:44 Transition from primary to secondary mathematics

28:54 Going deeper versus reteaching

33:00 Valuing prior knowledge and building confidence

37:29 Creating shared goals and team cohesion

41:24 The importance of department culture and expectations

43:12 Setting high expectations for all students

44:55 Reflecting on the episode and next steps

Naomi, Steve and Tom introduce the Leading Secondary Maths Podcast series, who they are, the thinking behind the podcast and the three core challenges of maths leadership: judging standards, evaluating teaching and learning, and securing improvement.

www.leadingsecondarymaths.co.uk

Key topics

• The importance of a month-by-month leadership approach
• Judging standards through data and pupil voice
• Evaluating teaching and learning effectively
• Securing continuous improvement in schools
• The significance of shared department culture and ethos
• Using visual models like mountains to navigate leadership challenges
• The role of professional development and coaching
• The importance of honest self-assessment and reflection

Chapters

00:00 Introduction to the podcast and speakers

01:05 Backgrounds of Naomi and Steve in school leadership

03:47 Why a structured, monthly leadership journey matters

06:36 The landscape metaphor: mountains and the leadership road

09:09 Judging standards: data, pupil voice, and honesty

14:50 Evaluating teaching and learning: what, why, and how

18:43 Securing improvement: focus, professional development, and impact

23:35 Key takeaways: focus on the three strands and four mountains

24:31 Closing remarks and next steps

Resources referenced

NCETM Key stage 3 non-statutory guidance - https://assets.publishing.service.gov.uk/media/621629ac8fa8f5490d52ee78/KS3_NonStatutory_Guidance_Sept_2021_FINAL_NCETM.pdf