Subject leadership
Maths
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Introduction:
• The current context:
oThe new Ofsted Framework
oThe new National Curriculum
oAcademies and Free schools
oExpectations for performance
management
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Objectives for the day:
• To understand current developments and how
they will affect your school
• To understand Ofsted expectations and the
evaluation schedule.
• Put in place effective monitoring and evaluation
• To be more confident in carrying out lesson
observations
• To set a strategic decision making vision for your
subject (including action planning)
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Who are we?
• How did you get the job of maths
SL?
• How are you qualified for the role?
• What training have you had?
• How much time do you have for the
role?
• What other responsibilities do you
hold?
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A quick investigation:
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Explore
Can you find a pattern?
Can you record the pattern?
Does your solution work if the
number of pads changes?
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Evaluation:
Which skills did you use?
How could you develop the activity
further?
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New Ofsted Framework - Good
• Key leaders and managers consistently communicate
high expectations and ambition. They model good
practice and demonstrably work to monitor, improve
and support teaching, encouraging the enthusiasm of
staff and channelling their efforts and skills to good
effect.
• Planned actions based on accurate self-evaluation to
overcome weaknesses have been concerted and
effective. As a result, achievement has improved or
consolidated previous good performance.
• The school’s curriculum provides well organised,
imaginative and effective opportunities for learning for
all groups of pupils
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RAISEonline – what do you need to know?
• A walk through to look at the key headlines
A reminder about the language used:
– Standards = attainment
– Progress measures include Value Added, exceeding or
meeting expected progress
– Achievement (over time) includes attainment + progress and
includes:
• Historical data, current data, evidence from books, lesson
observations
– Key groups include SEND, FSM, Gender, EAL, ME....... Don’t
forget pupil premium
– So what has this got to do with science?
– What data do you hold about science?
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Assessment in Maths?
• The National Archives for standards files. See
http://webarchive.nationalarchives.gov.uk/20110
809091832/http://teachingandlearningresources.
org.uk/primary/mathematics/app-mathematics:
• This also contains a variety of other resources that
are useful.
• What do you do in your schools?
• How does assessment inform planning?
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New Ofsted Framework.
A few questions:
• How do you ensure that all subjects contribute towards the
development of skills in reading, writing and mathematics?
• How does your subject contribute towards the development
of SMSC?
• What has been your impact as a leader on improving
outcomes for all groups of pupils?
• Which group of pupils presents the most significant challenge
in your school?
• How have you contributed towards improving the overall
quality of teaching (as a leader)?
• How does your current data differ from historical data?
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Look at your action plan
Be critical
• Does it address the answers to the questions?
• Does it address priorities in data analysis?
• Does it focus on high impact activities?
• Is there a time scale for the completion of
tasks?
• Do success criteria provide measurable
outcomes?
• Does it include a monitoring activities
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Managing Time
• Balance – Leadership and
Management
• Collecting Evidence
• Focusing on Key Questions
• Planning monitoring to fit into
the school calendar
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Monitoring?
Be Systematic!
You can spend a lot of time doing lots of stuff and
achieving very little.
Ask yourself:
• What do I know now that I did not know before?
Use Evidence:
• I know this to be true because............
• Not, I think this is true because..................
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Monitoring –starter questions 1
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What are the standards for each cohort/group?
Progress (as above)
What is the quality of teaching in Maths?
What is the quality of the curriculum for Maths?
How is assessment used to inform teaching and
learning in maths across the curriculum?
• How good is teacher/TA subject knowledge?
• How effectively do resources support learning?
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Monitoring –starter questions 2
• How does homework support maths?
• Do children enjoy maths? Is this consistent across
the school?
• Do teachers enjoy teaching maths?
• How is maths subject expertise shared/used?
• How much time is spent on practical activity?
• What proportion of maths is worksheet based?
• How is the curriculum enhanced by visits and
visitors?
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Monitoring –starter questions 3
• Do children know what they need to do to improve?
• Can children demonstrate that they have used marking
to improve their work?
• How does the environment support children in
reinforcing concepts or methods?
• How are the school’s grounds used to support maths?
• How effectively are speaking and listening skills used to
develop mathematical understanding?
• How is information from the foundation stage used?
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Monitoring –starter questions 4
• What happens if children are identified as
underachieving?
• Is there intervention for children who are
underachieving?
• What is the impact of support staff in maths?
• How do governors know about the impact of your
work?
• How well do children use mathematical vocabulary?
• Is there a plan to develop vocabulary?
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Monitoring Activities
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Lesson Observation
Work Scrutiny
Data Analysis – this could include gap analysis
Planning Scrutiny
Climate Walk
Pupil Interview/perceptions
Staff perceptions (this is often forgotten)
Focus groups
What are the pros and cons for each activity?
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An Approach to Monitoring
1. Identify a question?
2. Identify the evidence needed to answer the
question?
3. Design a monitoring activity
4. Complete the monitoring activity
5. Evaluate the evidence
6. Identify a next step (this often leads to
another question.....)
Now have a go! Make it specific to your school.
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Data
Gap
Analysis
Lesson
Observation
Evidence
Planning
review
Work
Scrutiny
Pupil
perception
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A few monitoring forms
• Work evaluation sheet
• 5 whys
• Subject PIB
• Monitoring form
• SL Monitoring
• Basic Skills
• SL Interview
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Lessons:
• What does an outstanding maths
lesson look like?
• What does the Ofsted lesson
look like?
• What are the non-negotiables in
your school?
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Task:
Look at the criteria for teaching:
Where will the evidence for each
criterion come from?
Key Question – What do you want
to find out from the lesson
observation?
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Lesson Observation:
• Look for cause and effect
• Evaluate engagement of different
groups
• Evaluate the level of challenge
• Check children’s understanding
• Avoid tick box observation. Not is
something happening but is it
working?
• Focus on impact
Don’t forget the Ofsted
myth..........
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Triangulation
Cause and Effect
Pupils
Support
Questioning
Adaptation
Lesson
Progress
Quality of
marking
Expectations
Consistency
Differentiation
Teaching
over
Time
Work
Cohort
Class
Groups
Individuals
Data
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Ofsted Criteria – For Good
• Teaching in most subjects, including English and mathematics, is usually good,
with examples of some outstanding teaching. As a result, most pupils and
groups of pupils currently on roll in the school, including disabled pupils,
those who have special educational needs, and those for whom the pupil
premium provides support make good progress and achieve well over time.
• Teachers have high expectations. They plan and teach lessons that deepen
pupils’ knowledge and understanding and enable them to develop a range of
skills across the curriculum.
• Teachers listen to, carefully observe and skilfully question pupils during
lessons in order to reshape tasks and explanations to improve learning.
• Teachers assess pupils’ learning and progress regularly and accurately. They
ensure that pupils know how well they have done and what they need to do to
improve.
• Reading, writing, communication and mathematics are taught effectively.
• Teachers and other adults create a positive climate for learning in their lessons
and pupils are interested and engaged.
• Effective teaching strategies, including setting appropriate homework and
appropriately targeted support and intervention are matched well to most
pupils’ individual needs, including those most and least able, so that pupils
learn well in lessons.
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Ofsted Criteria – Inadequate
• As a result of weak teaching over time, pupils or
particular groups of pupils including disabled pupils,
those who have special educational needs, and those
for whom the pupil premium provides support, are
making inadequate progress.
• Teachers do not have sufficiently high expectations
and teaching over time fails to engage or interest
particular groups of pupils, including disabled pupils
and those who have special educational needs.
• Learning activities are not sufficiently well matched to
the needs of pupils.
• Pupils cannot: communicate; read or write; apply
mathematics as well as they should.
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The Draft National Curriculum for Maths
Aims:
Spoken Language:
– The National Curriculum for mathematics reflects the
importance of spoken language in pupils’ development –
linguistically, cognitively and socially – across the whole
curriculum. The quality and variety of language that
pupils hear and speak are key factors in developing their
mathematical vocabulary and presenting a mathematical
justification, argument or proof. They must be assisted in
making their thinking clear to themselves as well as
others and teachers should ensure pupils build secure
foundations by using discussion to probe and remedy
their misconceptions
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The Draft National Curriculum for maths
Curriculum:
Each Programme of Study is set out year-by-year in
mathematics. All maintained schools are only
required to teach the Programme of Study by the
end of each key stage. Within each key stage,
maintained schools therefore have the flexibility to
introduce content earlier or later than set out in the
Programme of Study. In addition, schools can
introduce key stage content during an earlier key
stage if appropriate. All schools are also required to
set out their school curriculum for mathematics on
a yearly basis and make this available online.
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The Draft National Curriculum for maths – KS1
• The teaching of mathematics in Key Stage 1 should
ensure:
– pupils develop confidence and mental fluency with
whole numbers, counting and place value. This should
involve working with numerals, words and the four
operations, including with practical resources (concrete
objects, measuring tools, etc)
– develop their ability to recognise, describe, draw,
compare and sort different shapes and use the related
vocabulary. Teaching should also involve using a range
of measures to describe and compare different
quantities such as length, mass, capacity/volume, time
and money.
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The Draft National Curriculum for maths – KS1
• The teaching of mathematics in Key Stage 1 should
ensure:
– By the end of Year 2, pupils should know the
number bonds to 20 and be precise in their use
and understanding of place value. An emphasis
on practice at this early stage will aid fluency.
– pupils read and write mathematical vocabulary,
consistent with their increasing phonic
knowledge at Key Stage 1.
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The Draft National Curriculum for maths – KS2
• The teaching of mathematics in Lower Key Stage 2 should
ensure:
– pupils become increasingly fluent with whole numbers and
the four operations, including number facts and the concept
of place value. This should ensure pupils develop efficient
written and mental methods and perform calculations
accurately with increasingly large whole numbers.
– pupils should develop their ability to solve a range of
problems, including with simple fractions and decimal place
value. Teaching should also ensure pupils draw with
increasing accuracy and develop mathematical reasoning so
they can analyse shapes and their properties, and
confidently describe the relationships between them.
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The Draft National Curriculum for maths – KS2
• The teaching of mathematics in Lower Key Stage 2
should ensure:
– they can use measuring instruments with
accuracy and make connections between
measure and number. By the end of Year 4,
pupils should have memorised their times tables
up to and including 12 times table and show
precision and fluency in their work.
– Ensure pupils read and spell mathematical
vocabulary correctly and with confidence, using
their growing knowledge of spelling patterns
and rules.
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Useful resource for maths...........
• http://www.kenttrustweb.org.uk/kentict/kentic
t_sub_math_res.cfm
• http://www.snappymaths.com/
• http://www.tes.co.uk/ks2-maths-primaryteaching-resources/
• http://www.bbc.co.uk/schools/websites/4_11/
site/numeracy.shtml
• http://www.schooljotter.com/showpage.php?id
=35518
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What will you need to do next?
Action Planning
Monitoring Plan
Check SDP priorities
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Plenary and next
steps for the
school.
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What do you want to cover next?
• Moderation
• MOS
• Investigation
• Assessment
• Calculation
• etc
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