Transforming Mathematics Education

Effective formative assessment is key to accelerating progress. We help teachers design and implement assessment strategies that identify learning needs, inform teaching decisions, and promote student agency. This includes unpacking learning progressions, using rich tasks, and embedding responsive feedback practices that support deeper mathematical thinking.

20-hour, 40-hour, or tailored PLD packages available.

Set up a meeting to discuss how we can support your assessment goals.

We facilitate cycles of collaborative planning, co-teaching, and reflective evaluation to build shared practice across teams. This approach strengthens consistency, fosters professional learning, and supports collective inquiry into what works best for your learners. Whether you’re building a syndicate-wide approach or mentoring new teachers, we’ll help you embed sustainable collaboration.

 20-hour, 40-hour, or tailored PLD packages available.

Let’s design a collaborative model that fits your school’s needs.

Digital tools can enhance maths learning when used purposefully. We support schools to select and integrate technology that supports visualisation, differentiation, and engagement — from manipulatives and apps to online platforms. Our facilitators help teachers align tech use with curriculum goals and learner needs, ensuring it adds value to teaching and learning.

 20-hour, 40-hour, or tailored PLD packages available.

Talk to us about building digital capability in your maths programme.

We help teachers develop inclusive, culturally sustaining approaches to maths teaching that affirm and reflect the diverse backgrounds of learners. This includes strategies for multilingual classrooms, integrating cultural contexts into maths tasks, and using language-rich pedagogy to support understanding. Our facilitators work with schools to ensure every learner feels seen, valued, and capable.

 20-hour, 40-hour, or tailored PLD packages available.

Connect with us to strengthen equity and inclusion in your maths teaching.

Sustained improvement doesn’t come from programmes, it comes from people.

Our coaching and mentoring approach grows capability from within, supporting teachers and leaders to embed Te Mātaiaho in ways that directly enhance learner outcomes.

Grounded in the work of Hattie (2012) on visible learning, Bishop (2019) on Teaching to the North-East, and Knight (2021) on instructional coaching, this approach combines the relational with the practical: teachers are supported through cycles of observation, feedback, reflection, and action that turn professional learning into visible classroom change.

Through a blend of professional coaching (building self-efficacy, reflection, and leadership) and instructional coaching (targeting pedagogy, assessment, and classroom practice), teachers and leaders are guided to connect curriculum knowledge with purposeful action that improves learner outcomes.

Our coaching and mentoring approach supports:

• Embedded practice and system coherence – ensuring curriculum understanding becomes everyday pedagogy.
• Relational trust and responsiveness – drawing on Bishop’s evidence that learning accelerates when teachers and leaders engage in authentic, reciprocal, and dialogic relationships.
• Collective efficacy and agency – reflecting Hattie’s finding that collective teacher efficacy has one of the highest impacts on student achievement.
• Sustained growth through reflection – enabling teachers to see, name, and refine their impact through ongoing coaching cycles.
• Aligned assessment practice – integrating evidence and reflection to inform next steps, not as an endpoint but as part of an ongoing learning conversation.

Whether through 1:1 coaching, team mentoring, or leadership partnerships, our facilitators walk alongside schools to build internal capacity for long-term success. In this way, we embody the spirit of Nā tō rourou, nā taku rourou ka ora ai te iwi, by sharing our baskets of knowledge, we enable the whole community to thrive.

The goal is not dependency but confidence, coherence, and capability across the system.

Strengthen coherence and confidence in assessment across the Mathematics and Statistics learning area, from foundational number sense to abstract reasoning and problem solving.

This professional learning supports teachers and leaders to design and implement assessment practices that align with Te Mātaiaho and reflect the intent of the refreshed Mathematics and Statistics curriculum. The work is co-constructed with each school, ensuring it responds to local priorities, progressions, and learners’ needs.

Teachers explore how to:

• Align assessment practices with Te Mātaiaho progressions from foundational numerical concepts through to proportional, multiplicative, and algebraic reasoning.
• Use diagnostic and formative assessment tools to identify next learning steps and inform targeted teaching.
• Design classroom-based assessment opportunities that capture learners’ reasoning, strategy use, and mathematical communication.
• Link assessment insights to differentiated instruction across He Pikorua tiers, ensuring all learners experience success.
• Embed culturally responsive and relational approaches that value diverse mathematical thinking, promote equity, and build learner identity as mathematicians.
• Connect evidence of learning against progress indicators to plan, report, and track progress across year levels.

This PLD helps schools build a connected assessment pathway in mathematics, ensuring assessment is purposeful, consistent, and responsive, driving teaching that develops both fluency and deep conceptual understanding.