Maths is used in almost all walks of life and almost all career sectors - it is vital that children leave school with a secure grasp of mathematical concepts and how to apply these to a wide range of contexts. Research shows that a secure understanding of maths at primary level is vital to make good progress through a secondary maths curriculum. Additionally, there is ample research showing the overall predictive value of later academic success based on early mathematical skills. The schools have worked hard to develop staff subject knowledge and pedagogy to equip students with the mathematical knowledge and skills needed for the next phase of their education and beyond into later life, keeping pace with changing national expectations in their respective countries. There is considerable expertise in the schools already. One of the Rastaala teachers has written a maths textbook for younger pupils covering the Finnish curriculum; and 2 of the Dunkirk teachers have been working closely with the local Maths Hub to better understand how to improve their own and others’ pedagogy. Whilst overall teaching of maths in both schools has improved, both schools identify a key area of difficulty – how best to support pupils who have gaps, or who are vulnerable to gaps, in their mathematical understanding. These pupils fall into two groups – pupils who have lower attainment in maths overall and are struggling to acquire new concepts; and those pupils who arrive to the schools as migrants from countries where the mathematical teaching may be different. These pupils may have specific gaps that cause difficulties in acquiring new mathematical concepts at the pace they are taught within the classroom. A number of other factors impact, e.g. specific diagnosed/undiagnosed learning difficulties; being new to learning the language; reasons for migration. In order to be fully inclusive, the schools want to understand how best to support these groups of pupils to close the gaps and impact positively on their progress in maths. The project aims to understand how best to identify gaps in learning, how to fill those gaps, how to close the gap in attainment for children working below same-age peers, and to teach in a way to prevent gaps from occurring in the future. The project aims to identify key methodologies that have the greatest impact as well as identifying ways to support parents with understanding how to help their children at home. Participants will have a responsibility to teach maths or support home learning, and will have the capacity to drive improvements in the quality of teaching maths across the whole school. Participants will travel in pairs to the partner school. During the visit, they will visit maths lessons with pupils of different ages; observe a leading practitioner teach maths; engage in post-lesson professional dialogue. Each travelling teacher will pair with a host teacher to jointly plan and teach a pair of maths lessons. The travelling teacher will teach lesson showcasing their best-practice. At the end of the lesson, the pupils’ progress within the lesson will be reviewed and discussed. The following day the host teacher will teach a follow on lesson designed to address any misconceptions identified and to exemplify their best-practice. The visiting teacher will co-teach and support pupils in this lesson. Staff training events in maths will be planned to coincide with mobilities so that teachers from both schools can benefit. Notes, photos and videos from these will be made available to all staff from the project schools. On return, participants will meet with the project team and plan a whole-school professional development event to share the good practice they have observed, and set expectations for which aspects will be trialled in their school. As the project develops and more participants travel, the number of methodologies observed will increase. It is expected that all participants will try all of the methodologies shared, and that all other relevant school staff will be aware of these and try them as is appropriate for their class/es and career stage. Throughout the project, the impact of the new methodologies will be monitored for positive impact on individuals and groups, paying close attention to the groups highlighted above who already have gaps/are vulnerable to gaps developing. All direct and indirect participants will have increased understanding of a range of methodologies to support the teaching of maths and the support of pupils who have prior gaps in learning/who are vulnerable to gaps developing. By the end of the project, each school will amend their maths teaching policy to include the methodologies that have had most impact, such that going forwards all teachers will be expected to use these, and all pupils will benefit. Materials will be produced and events will be held to help parents understand how best to support their child in maths.