Fiona Swift, RGS Partnership Mathematics Teacher.
Mathematics Partnerships
In conversation with Fiona Swift
Fiona Swift joined RGS in January as our new Maths Partnership Teacher, thanks to generous funding from The Reece Foundation. Along with teaching part-time at RGS, Fiona’s main focus is working with local schools to raise maths attainment and support non-specialist teachers - including running an expanding Further Maths GCSE scheme.
Building on the success of our existing Partnerships programme and Fiona’s own Further Maths initiative, she brings energy, expertise, and a passion for making maths accessible and inspiring for all. RGS Development manager, Caroline Briggs, sat down with her to find out more about her plans for this exciting new role.
Welcome to RGS, Fiona. Tell me about your Further Maths GCSE initiative.
It was a project that started with just two kids about five or six years ago when I was teaching at Westfield, and it was thanks to an idea I had with Dr Corbin, the physics teacher. Her daughter attended UTC and came to Westfield to do Further Maths, bringing a friend with her. After that, we invited some girls from Kenton.
Originally, the plan was to run a “girls in maths” initiative to encourage more girls into the subject. But with only five students in a room full of empty seats at Westfield, it seemed daft not to open it up. We secured funding from REECE and expanded it to include boys too, which turned out to be crucial. Some schools weren’t entirely comfortable promoting a girls-only programme, which is understandable.
From there, it just grew. Eventually, we had over 100 students involved, and that’s when RGS stepped in. John Smith offered to provide an extra teacher, as I simply couldn’t manage the numbers on my own at Westfield. Since then, Sarah (Sharp) has been teaching a virtual class - she’s now on her third cohort, with a fourth starting soon.
In the past two or three years, we’ve had between 120 and 130 students and this year that’s jumped to 276, which is incredible. We also recently welcomed another large Catholic academy, which brought several schools along with it.
“In the past two or three years, we’ve had between 120 and 130 students and this year that’s jumped to 276, which is incredible. ”
- Fiona Swift, RGSA Partnership Maths teacher
Further Maths event, The Common Room of the North.
How many schools are involved now?
Right now, we’re working with ten schools, including Westfield. For the new cohort, I think we’re up to seventeen.
It all started with a simple conversation. Once we began involving state school students, it became clear how much they valued the opportunity. In many state schools, there just aren’t that many high-attaining maths students in one place. Often, top sets are still mixed ability, aiming for grade 6s or 7s, and the really top-end who are. pushing for grade 8s or 9s don’t always get the challenge they need.
That’s where this programme makes a real difference. It creates a focused but relaxed environment where students choose to attend. They’re engaged, they want to be there, and they want to learn. It began at Westfield because I wanted to stretch the top end of a mixed-ability class and there’s a world of difference between what a grade 9 student needs and what a grade 5 student might.
This initiative offers real challenge and encouragement. It builds confidence and opens doors to things like A-level Maths and Further Maths.
The schools I particularly enjoy teaching are schools from very deprived areas. We’ve had students from Studio West, kids from Excelsior, for years - only a handful, but they’re awesome kids and they love coming. Their Head of Maths sent over some fantastic feedback, saying the programme is amazing for them it really broadens their horizons. Students begin to realise they’re just as capable as those from independent schools. It’s a powerful driver of social mobility.
We also support students virtually from places like Benfield, Hebburn, and Consett. In Sunderland, we’ve partnered with St Anthony’s and St Aidan’s - the Catholic boys’ and girls’ schools - which have strong engagement.
In terms of delivery, some sessions are in person. We organise taxis or minibuses to bring students to RGS after school. Others join virtually with around five students logging in from home. It’s a bit odd teaching without seeing their faces! I can go a whole year without knowing what someone looks like! But we still connect through messages, and some of the most lovely feedback has come from our virtual learners.
Personally, I prefer teaching in-person, but the virtual learning works really well too. One student from Kenton can't make the virtual lessons so we record everything, and she is motivated enough to watch every recording and complete all the work on her own. She only dropped three marks in her mock GCSE to get a 9. It’s a brilliant example of self-motivated learning supported by tech.
As for outcomes, last year’s cohort about 25% of students achieved grade 9s, and 87% got grade 7 or above in Further Maths. We’re trying to track A-level outcomes too, though that’s trickier since the data stays within each school. But at GCSE level, the impact is clear.
This role has given me a different sense of purpose. When you work in one school, your world can feel quite insular. Partnerships are the opposite as it’s about reaching out. Your focus shifts outward, and that’s a big change. Building trust quickly is essential, especially if you want to run any kind of programme. It’s all about getting schools and students to believe in what you’re offering.
Further Maths event, at The Common Room of the North.
“This role has given me a different sense of purpose. When you work in one school, your world can feel quite insular. Partnerships are the opposite as it’s about reaching out. Your focus shifts outward, and that’s a big change.”
- Fiona Swift, RGS Partnership Maths teacher
Further Maths event at The Common Room of the North.
Looking ahead - what’s next for the Partnership programme?
From my perspective, I would like to grow Further Maths further. There are still so many schools in the region that could benefit - so many students who don’t currently have access to Further Maths but would thrive with it. I want to expand the programme as much as we can.
Another priority is improving access to work experience. Many of these students don’t have the same connections that those in private or more advantaged schools do. I’d love to build a network of RGS alumni willing to offer placements or career mentoring for students from schools that don’t typically have those opportunities. The same middle-class kids with good connections keep getting the best opportunities. I want to help level that playing field. These students are already putting in the effort - they’re attending extra sessions, working hard, and they deserve to have doors opened for them too. They’re the next generation of super-duper maths people to make the region better and absolutely we should he helping them along the way.
John and I have talked about running a conference day - a sort of celebration of Further Maths. We’d bring in employers, run a mini careers fair, and help students make real connections. It’s not just about another qualification; it’s about setting them up for whatever comes next, whether that’s university apprenticeships, or jobs.
“ I’d love to build a network of RGS alumni willing to offer placements or career mentoring for students from schools that don’t typically have those opportunities”
- Fiona Swift, RGS Partnership Maths teacher
Fiona Swift, at Further Maths event, The Common Room of the North.
What are some of the biggest challenges young people face today when learning Maths?
There are quite a few. One big one is the influence of phones and social media. It’s not directly related to maths, but it definitely affects motivation and concentration. Students today need more self-discipline than ever before.
That’s one of the reasons I think the Further Maths programme is so valuable. It gives them a space to step away from distractions and commit to something challenging and worthwhile.
The current maths curriculum is another issue. It’s not necessarily bad for the most able students, but overall, I don’t think it serves everyone well. I’m glad the government is reviewing it. Right now, it tries to cater to everyone - and ends up not quite meeting anyone’s needs.
Home life can be a challenge too. Some students come from difficult home situations, which affects their focus and success. What we can do is offer them consistency and opportunities to give them qualifications and skills that might help change their future and break out of those difficult backgrounds.
Was social responsibility part of what drew you to this role?
Absolutely. I have always believed that there are brilliant students everywhere and not all of them have access to the same opportunities. This role has let me take what I’ve learned in private schools and use it to support a broader range of students from different social backgrounds. That’s why I love this programme - it’s not just about helping a few individuals; it’s about uplifting a whole group.
John has done a great job leading these efforts, and it really is a two-way street. I talk to teachers, learn from other schools, bring ideas back, and adjust how I run things. It’s collaborative and genuinely enriching. We’re here to make children’s lives better.
Too often, schools work in silos, and that’s a missed opportunity. Programmes like this encourage genuine collaboration. The rise of academies has helped that, and this is another way to link schools and share resources.