http://www.buzzardpublishing.com/

Buzzard Publishing, 2, Querns Cottages, Minety, Malmesbury (2025)

18/12/2025

Thank you for your ongoing support and everything you do in your classrooms.

We hope you all have a wonderful Christmas Break!

See you in 2026! 🎉

20/11/2025

Come and see why nearly 90% of our schools renew their access to CanDoMaths every year...

http://buzzardpublishing.com/cdm-free

18/11/2025

If the 'leaderboard/fast-as-you-can' style approach to preparing for the MTC is leaving some of your learners feeling discouraged (after all only one can be the fastest!), this is for you.

Work together to improve rapid recall, with our video and PDF resources included in the CanDoMaths 'Mastering the MTC'

Each video comes in 3 different speeds - so that you can ramp up the speed, as appropriate to help all children improve their rapid recall.

View a sample video here: https://vimeo.com/1138128723/366e8a9a51

Find out more by clicking here:
https://www.buzzardpublishing.com/product-page/mastering-the-multiplication-tables-check-mtc

Any questions? Just email [email protected]

13/11/2025

We’ve been in schools where the medium-term plan suggests a single lesson should cover “multiply and divide numbers by 10 and 100.”

It is a lot to cover in one go, for example:

Whole numbers: 34 × 10 (just add a zero!)

Decimals: 3.4 × 10 (oh, the answer’s not 3.40!)

Whole numbers: 560 ÷ 10 (just remove the zero!)

Decimals: 0.56 ÷ 10 (wait… it’s not .56?)

And that’s just multiplying and dividing by 10. We’ve still got to multiply and divide both whole numbers and decimals by 100…
.. all in one lesson!

Unsurprisingly, that doesn’t feel like a "small step". It feels more like an insurmountable step-ladder (for both teachers and learners). It's no surprise then, that it's tempting to teach 'tricks' rather than secure conceptual understanding.

As I’m sure you have experienced, just because someone has labelled it a “small step” doesn’t mean it’s small enough to teach conceptually, explore in depth, and make it stick.

We’ve met so many teachers who feel seriously stuck delivering steps that are simply too big…

… unmanageable.

When your maths curriculum isn’t designed around true “manageable steps,” confidence drops, lessons can feel rushed, and learners are left feeling like they’re falling behind.

This was one of the driving forces behind the creation of the CanDoMaths All-access Pass — to help schools build a system that supports success at every level:

Leadership that aligns intent, progression, and practice.

A Curriculum that makes steps genuinely manageable to teach and learn.

Assessment that focuses on understanding, not coverage.

Professional development that builds clarity and confidence in every unit.

Because “mastery” only works when everyone — leaders, teachers, and learners — can take the next step together, with confidence.

Read more about why “mastery" may not be working as you’d hoped, here: http://buzzardpublishing.com/mastery-blog

11/11/2025

We know that schemes and coverage alone don’t often deliver lasting, sustainable progress.

That’s why the CanDoMaths team wanted to offer something different.

A comprehensive, school-wide approach that empowers leaders to nurture a culture of maths confidence, consistency, and mastery.

It’s been designed to help you achieve long-term progress, address Ofsted recommendations, embed national curriculum aims, and embrace a mastery approach.

Inside the All Access Pass, you’ll find:

✅Leadership guidance: Align curriculum intent, progression, and practice to meet Ofsted expectations while driving sustainable school-wide improvement.

✏️Planning support: The National Curriculum has been broken down for you into genuinely manageable steps, ensuring that national curriculum aims are embedded at every level.

❓Assessment tools: Highlight what to strengthen, not just what’s missing, our assessment tools provide clarity on progress and next steps for sustainable growth.

👩‍🏫Professional development: Equip teachers with the confidence, clarity, and expertise to create a culture where maths mastery thrives.

The CanDoMaths All Access Pass is your complete toolkit for sustainable maths success.

Our aim is to help you create a learning environment where staff feel supported, learners feel successful, and sustainable maths progress becomes the norm.

Want to find out more?

Click the link below to sign up for a Free Version of the CanDoMaths 'My Resources' area to have a look around and see how everything comes together to support you on your maths improvement journey.

http://buzzardpublishing.com/cdm-free

22/10/2025

If you are teaching fractions soon, we have some brilliant resources that can support you with the work you are already doing.

One of our most popular resources over the last few years has been CanDo Fractions (Calculating with fractions).

It has been written with the same focus as the ArithmeKits, concentrating on the small steps of learning. Going into each manageable step in detail to really secure calculating with fractions, a great resource to support any maths scheme.

Enough from us! Of course we'd say it's great...

Introducing Tina Legg, a Subject Leader from Somerset with a quick video about her experience using CanDo Fractions, how it's made a difference to her students retaining the learning and how she has used the resource in interventions.
[See the video below*]

If you'd like to download a sample straight from GoogleDrive click the link below.

https://www.buzzardpublishing.com/cdf-sample-y6

(this sample is for Y6, but will give you a flavour of the style of the resource)

*Thank you Tina! 😁

16/10/2025

❓Did you know mastering the 2, 5, and 10 times tables is the key to unlocking just 21 more facts up to 10 x 10?

Introducing CanDo21 – a game-changing resource revolutionising maths learning! 🚀

With CanDo21, learners explore common multiples and factors, opening doors to a world of related facts.

Our colour-coded approach makes learning engaging and fun, guiding students through drawing, dividing, deriving, and deepening their understanding. 💡

Want to see CanDo21 in action?

Check out our YouTube channel for a quick trot through each Quadrant of the CanDo21 Mats!
🎥 ▶️ https://www.youtube.com/results?sp=mAEB&search_query=cando21

Click the link below to learn more about CanDo21!
https://www.buzzardpublishing.com/product-page/cando21-1

09/10/2025

If you enjoy using the ArithmeKit resources (or even if you haven't seen them!) you will love this one, CanDo Fractions (Calculating with fractions) has been written with the same focus, concentrating on the smaller steps of learning.

Specifically designed to go into each manageable step in detail to really secure calculating with fractions, a brilliant resource to support any maths scheme.

If you'd like to download a sample straight from GoogleDrive please click here...

https://www.buzzardpublishing.com/cdf-sample-y6

(this sample if for Y6, but will give you a flavour of the style of the resource)

07/10/2025

"Not all my learners are getting to the ‘Reasoning part’ of the lesson"

Reasoning isn't just about those 'Do you agree?' questions with written responses.

It's a mindset.

A golden thread weaving through every lesson.

The quality of questions and examples you choose - They're the secret sauce! 😁

Encouraging 'noticing' to ignite connections and insights is the key.

Giving every child the opportunity to explain, discuss, reason, justify, and convince during lessons.

Delve into our blog, where we dissect the main reasons why the 'mastery' approach might not be delivering the results you seek in your classroom.

Read it here: https://candomaths.mykajabi.com/blog/mastery-is-not-working

03/10/2025

If ‘mastery’ has been introduced as ‘all children must do the same thing at the same time’ then this will lead to problems.

Likewise, children being labelled and/or grouped with fixed ability labels (usually based on historic prior attainment) will also lead to the progress of some children being artificially capped.

Trying to balance supporting all learners to achieve in every lesson is an ongoing challenge and one of the most frequent questions we are asked is…

“How do I differentiate and bring learners along together?”

The use of labels is the BIG issue here:

- The use of ‘ability’ labels.
Typically, pupils are labelled ‘less able’, ‘more able’, etc based on their prior attainment. Historic data can be interesting but it only tells you about the past not the future.

- The use of the label ‘mastery’.
It is used in different ways by different people. It feels some resources have simply used the label ‘mastery’ to make them sound relevant and/or trendy. We believe ‘mastery’ is about teaching for secure and deep understanding.
At each stage, the aim is to support all pupils to have a secure understanding of mathematical concepts and to challenge pupils by deepening their understanding.

We tackle this and other key issues with implementing the 'mastery' approach here, in the hope that it helps you identify what might be holding you back in your classroom.

https://candomaths.mykajabi.com/blog/mastery-is-not-working

30/09/2025

A few years ago, a series of conversations with school leaders have highlighted to us that many have concerns about the retention of the learning within their school.

Given the nature of the ‘small steps’ curriculums they were using, it was clear to see why they felt that they didn’t’ have the time to practise, consolidate and apply their learning whilst still progressing through the curriculum.

Maybe you are coming up against the same issues with your learners?

In the lessons you know that even if they are moving through the ‘small steps’ as suggested by the scheme but it is not having the impact on long term memory.

It’s important to make the time to practise and consolidate learning, but how do you do this when you feel your scheme keeps moving on regardless and there are only so many hours available for maths in the curriculum?

We believe you need to be bold enough to make a structural change to your school timetable with a smarter use of curriculum time for maths: two sessions a day for maths!!

Shorten the amount of time for a maths lesson by focusing on one manageable step and introduce a shorter second maths session to keep maths on track, not for new learning.

The different emphasis means this second session is not just another maths lesson, call it something else – a Maths Meeting perhaps – and use it for:

- Revisiting and embedding arithmetic skills
- Recalling and securing key number facts
- Deliberate practising current or previous learning
- Same day / week ‘prevent the gap’ immediate intervention
- Pre-teaching
- Improving strategies to solve problems (e.g. use of bar model)
- Responding to a ‘surprise’

We have witnessed a huge change in schools that have implemented this structure and it is the missing piece in many schools.

Lingering longer in a maths lesson and then using a maths meeting to make the learning last longer results in all children making more sustainable progress.

A Maths Lesson/Maths Meeting structure will make the world of difference to your learners, and you.

Find out more about the positive impact and practical implementation of a second maths meeting in your classroom by watching our free training here...

https://candomaths.mykajabi.com/transform-maths

25/07/2025

From all of us here at 'Buzzard Towers'...

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