Christopher Taylor Mathematics Primary


Mr Chris Taylor

SLE designation

(Date of designation & Teaching School)


Maths SLE

February 2019

Queen’s Drive Primary School

Preston Teaching School Alliance

Current School

(LA or Sponsor)

Queen’s Drive Primary School, Preston

Recent OfSTED judgement

(Overall and Leadership)

Overall – Outstanding

Leadership - Outstanding

Context of School


Queen’s Drive is a two form entry primary school (three form in Year 4) with 450 pupils on roll. 

We have two main aims:

• To provide opportunities for all pupils to learn and to achieve.

• To promote pupils’ spiritual, moral, social and cultural development and to prepare all pupils for the opportunities, responsibilities and experiences of life.

Due to its location, Queen’s Drive benefits from children having broad socio-economic and religious backgrounds – with a high proportion from minority ethnic backgrounds.

Particular area(s) of Expertise/Strength




  • Year 6 teacher for 4 years with consistently high KS2 outcomes (above national average in expected and GD outcomes);
  • Experience teaching across Key Stage 2 from Year 3 to Year 6;
  • Led a SSIF ( National Strategic School Improvement Fund ) Transition Project, focusing on Maths with a local high school and five feeder schools;
  • Maths lead within the school having led a subject in every year I have taught;
  • Accelerate coach;
  • Have always worked as part of a team;
  • Completed Middle Leadership Qualification (NPQML).

How have you supported other schools or middle leaders and senior leaders in your own school?





  • As previously mentioned, I have led a transition project (focusing on White British Disadvantaged Boys) as part of SSIF scheme to help high schools close the gap between KS2 and KS3;
  • Led CPD and staff meetings on the Bar Model and extensively researched the use of modelling in the primary maths classroom;
  • Led Year 6 in previous setting, helping to support staff who were new to year group or Key Stage;
  • Considered the best form and use of assessment in maths and work with colleagues to ensure tests are always beneficial and have an impact.


What was the Impact of your support?


  • Consistently high Key Stage 2 outcomes;
  • The high school and primary schools that have been part of the transition project have started to use a ‘Passport’ which allows the children to tell their new school their strengths and areas for development in maths;
  • Teachers and Teaching Assistants feel more confident using the Bar Model and this is now a school-wide approach;
  • Staff use a ‘Maths Pack’ (which I created in collaboration with staff) in their lessons so children move from year group to year group, using the same resources – this helps with confidence and ability to ‘hit the ground running’;
  • Evaluations of the SSIF project have demonstrated that it is having a positive impact on staff involved in the project – this collaborative approach has allowed for staff to become reflective.  Sharing ideas between KS2 and KS3 means that children are gaining a wonderful learning experience.

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