On the INSET Day 4th September, the staff of Hindsford worked together to decide the key actions for the School Development Plan.

As a school, it was identified that we need to further develop Mathematical Reasoning Skills to support with increasing the attainment and progress of Maths.

This year therefore, Reasoning is one of the key issues on our School Development Plan with Mrs Pridding the assigned senior leader to this issue. Below is a copy of the action plan produced by the Reasoning Team during the INSET.

The following actions have been agreed to be carried out in the forthcoming terms.

Autumn Term:

1) Increase the number of reasoning activities during Maths lessons each week as well as timetable discrete reasoning lesson.

2) Adapt Learning Objectives so that they include reasoning extensions.

3) Increase pupil use of  ‘I Can Problem Solving’ CD Rom.

4) Link reasoning questions with working wall.

Spring Term:

1)Further develop staff knowledge on ‘Blank Level’ style questioning.

2) Provide training on question starters and the questioning of ‘What If…?’

3) Develop visual resources to support pupils when carrying out reasoning activities – i.e. Language prompts.

4) Provide guidance for parents/carers on reasoning and how they can support their child at home.

Summer Term:

1) Introduce ‘Maths Meeting’ into Reception Maths lessons.

2) Further develop teacher marking to incorporate more reasoning challenge.

3) Increase number of reasoning questions in the mastery checks.


  • A Maths staff meeting was carried out which looked at the development of mathematical reasoning during lessons across the school.
  • During this meeting, staff focused on how to adapt questions to make them more challenging and to include the use of more reasoning skills.



  • Maths cross-moderation took place with 3 other schools in Wigan for each year group.
  • Mrs Pridding attended a course on mathematical reasoning, led by an HMI Inspector Adrian Guy. From this course, an alternative Big Maths, Beat That was launched which focuses on the relationships between numbers rather than just fluency.

  • Work was carried with regards to adding a teacher challenge at the end of a piece of work. This has been successful in encouraging the children to explain the why and how of their answer. Also, to check their understanding.







  • A pupil voice was carried out to see the strategies that the children used when solving a problem. The question was:Which piece of cookie would you like the most? 1/2  1/8 or 1/4.
  • Timestables badges were ordered and launched so that the children can be tested during the day regardless of where they are working.


  • A weekly reasoning lesson was trialled in Year 6.  Following its success, Mrs Pridding held a staff meeting with ll teaching staff and the following day, staff visited Year 6 to see the lesson in action.
  • Individual classes are now engaging is this weekly reasoning lesson which is designed to improve the application of learning to reasoning questions and improved use to mathematical vocabulary.
  • Differentiated reasoning resources have been ordered to aid teachers in deepening the learning of higher-ability children whist supporting and extending the rest of the children.


  • Staff training was delivered to all teaching assistants in order to embed bar modelling in the weekly reasoning lessons.