The collaboration began through the Oak National Academy project, where Joe Tazzyman and Adam Peters developed free and adaptable primary maths resources for teachers and pupils. Their shared experience fostered a commitment to enhancing teaching for mastery in line with NCETM principles. They later collaborated with Josh Lury, whose extensive background in maths education and resource development further strengthened the team. Together, they founded Square Club, united by a shared vision to make high-quality, mastery-based mathematics teaching accessible, engaging, and empowering for all.
About us
Joe Tazzyman
Joe brings extensive experience as a primary teacher, backed by a PGCE Primary with Maths (Ted Wragg Award, University of Exeter) and a MaST qualification (University of Roehampton). Holding an NPQSL and a trained NCETM PD Lead, Joe's expertise spans school-level mathematics leadership, resource creation (including contributions to Oak National Academy), and delivering impactful professional development. He's dedicated to designing effective assessment strategies and using data to enhance progress and engagement in maths.
Adam Peters
Adam has over a decade of experience teaching across all primary year groups. In 2018, he qualified as a Teaching for Mastery (TfM) Specialist, building upon his prior PD Leads accreditation. Adam currently collaborates with his local Maths Hub, supporting the implementation of TfM in diverse school environments through TfM programs and his role as an Intensive Support Partner. He is also a PhD candidate at the University of Exeter and has recently contributed to the field with a published article on Coherence which can be found in Research in Mathematics Education journal.
Josh Lury
Josh taught for many years in primary schools, led maths and has been a Maths Specialist Teacher (MaST) since 2010. He has written and contributed to over 100 maths books for teachers and schools all over the world, including highly recommended and endorsed schemes. He provides high-quality training in the UK and overseas, leads conferences, CPD and school development that focuses on supporting schools and teachers to make decisions for their students with increasing confidence and expertise. He believes learning and teaching mathematics can be a richer, confidence-building experience for all.