Caroline Ormesher


Personal Statement

I studied for my PGCE in 1992 and since then have been a teacher, working mainly in primary schools but also at secondary and with adults.

Over time I have established a specialism in primary mathematics, leading this subject in a number of schools and delivering training and INSET. This still comes as a surprise to me as I was a child who did not 'get' maths at school. It was once I was in post as a teacher that my interest in maths education began to grow; I encountered many children who were stuck with maths in exactly the same way that I had been. When I started to relearn the subject so that I was ready to teach lessons I encountered a completely different type of maths to the one that I had learned at school, one that was logical, interesting and even exciting. This revelation, along with some excellent CPD opportunities, collaboration with colleagues and my MEd in primary maths, have enabled me to develop my skills, my understanding, my awareness and my capacity to teach maths.

I have come to learn that there is a huge divide in the way that the teaching and learning of maths can be approached. This is a massive and complex issue but can perhaps be summarised very briefly in extremes as: by rote in preparation for tests on the one hand and with deep, conceptual understanding on the other. This divide seems to me to be at its greatest since I entered the profession 21 years ago however, in my current role I will be continuing to work to promote and provide learning opportunities which are rich in allowing the conceptual understanding and joy of mathematics to flourish in classrooms.

In my last teaching post I held the position of SLT member with responsibilities for maths, assessment and leading teaching and learning across the school.

Academic Qualifications

  • BSc University of London
  • PGCE St Mary's College
  • MEd University of Bristol
  • Currently undertaking PhD study at the University of Bristol

Professional Qualifications 

  • Approved NCETM Professional Development Accredited Lead

Professional Memberships

  • ATM

Other External Roles

  • Co-opted governor at St Werburgh's Primary School in Bristol
  • Editorial board member of the ATM journal Mathematics Teaching

Areas of Expertise

  • Primary Mathematics 

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