Maths subject leader
Network Meeting
First and Primary
Tuesday 8th October
www.worcestershire.gov.uk
Cabbage patch
Using 3 straight lines how can you
divide the cabbage patch into 6 equal
groups
http://www.mathsisfun.com
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Making Change Matter
Aims
• to build strong networks with colleagues
• to consider ways to develop the implementation of the
New Curriculum within the priorities for your school and
wider requirements
• to explore ideas to lead professional development in
subject knowledge and pedagogy
• to consider ways to address common issues- vulnerable
learners 'What makes intervention strategies
successful?'
www.worcestershire.gov.uk
Ofsted
• In making a judgement about the quality of leadership
and management in a school, inspectors will consider
the extent to which leadership is able to contribute
towards school improvement in the local or wider area.
• Inspectors will consider the quality and development of
middle leadership, succession planning and
development of future leaders in the school.
• The importance of schools seeking some form of
external moderation for their judgements.
www.worcestershire.gov.uk
Leading mathematics
• What is your 2013 data telling you?
What do you use? Do you share?
• Action plans - reflect on and evaluate what has
worked well and what needs to improve
How well does action planning work for you? Do
you use it to inform SEF, SDP? Teachers
standards?
• Priorities for 2013 – 2014
How are you planning to work towards developing
a written curriculum for maths to publish in 2014?
www.worcestershire.gov.uk
Keeping informed
Aligning the main messages from key documents
• National Curriculum September 2014
• Current and changing Ofsted guidance
• Maths messages from Made to Measure
Commonalities- what do we have to consider?
www.worcestershire.gov.uk
The New National Curriculum
Purpose of Study
‘Mathematics is a creative and highly interconnected discipline…’
‘A high-quality mathematics education therefore
provides a foundation for understanding the world,
the ability to reason mathematically, an
appreciation of the beauty and power of
mathematics, and a sense of enjoyment and
curiosity about the subject.’
www.worcestershire.gov.uk
Aims- that all children
• ‘become fluent in the fundamentals of
mathematics… so that pupils have conceptual
understanding
• reason mathematically by following a line of
enquiry, conjecturing relationships and
generalisations … proof using mathematical
language
• can solve problems by applying …and
persevering in seeking solutions’
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Mathematical proficiency
1. Conceptual understanding- comprehension of
mathematical concepts, operation and relations
2. Procedural fluency- skill in carrying out
procedures flexibly, accurately, efficiently and
appropriately
3. Strategic competence-ability to formulate,
represent and solve mathematical problems
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Mathematical proficiency
4. Adaptive reasoning-capacity for logical thought,
reflection, explanation and justification
5. Productive disposition-habitual inclination to
see mathematics as sensible, useful and
worthwhile, coupled in belief in diligence and
one’s own efficacy
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Conceptual understanding
Real life
situations
Manipulatives
Pictures
Written
symbols
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Verbal
symbols
Conceptual understanding
Abstract
Concrete
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Pictorial
Moving between representations
Models
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Images
Conceptual understanding
• Modelling mathematics
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Procedural fluency
1,000,000 ÷ 8
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Developing your progression in
calculation
Schools should
• Tackle inconsistency in teaching
• Develop the expertise of staff
in choosing teaching approaches and activities
that foster understanding…practical resources
and visual images
in checking and probing pupils’ understanding
in understanding the progression in strands of
mathematics over time
www.worcestershire.gov.uk
Made to measure- Outstanding
• 35 schools whose mathematics work was
outstanding…
• ‘The schools focused on building pupils’ fluency
with, and understanding of mathematics. Pupils
of all ages and abilities tackled varied questions
and problems, showing a preparedness to
grapple with challenges, and explaining their
reasoning with confidence’
www.worcestershire.gov.uk
Quality First Teaching
• What is this like in your school?
• New NC – progression in content
• Subject knowledge- audit NC ready not just the
headlines of fractions, multiplication facts and
algebra!
• NCETM subject knowledge self evaluation tool
and online CPD focuses on pedagogy as well as
subject knowledge
• Get QFT right and AfL right so reduce the need
for intervention
www.worcestershire.gov.uk
Take a break
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Intervention
Successful intervention is ......
In the best cases, intervention strategies were
used thoughtfully and in a short term focused
way eg where a teacher pinpointed the specific
difficulties of a group of children who then
received additional support on those aspects of
maths learning and so were able to access and
engage with learning with their class
www.worcestershire.gov.uk
Intervention needs to be...
• Well understood by all involved
• Learning gaps identified based on AfL
• Sustainable (by pupils and by school)
• Responsive and strategic
www.worcestershire.gov.uk
Intervention – reactive or strategic?
• What is intervention like in your school?
• Intervention is not a tool to shore up weak
teaching.
• Is your intervention plan fit for purpose?
• How and what do you monitor?
• How do you judge success or failure?
• Track a child’s experience of intervention
• Experiences from Middle Leader/SLT
NCETM intervention
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Vulnerable Learners
What are we doing- interventions?
• Data- what do the groups look like in your school
• Action planning- fit for purpose
• QFT/ Withdrawal groups
• Monitoring/Evaluation-including pupil’s viewpoint
• Participating in SEF
• Sharing good practice
• Strengthening subject knowledge to support
intervention- ECC feedback
www.worcestershire.gov.uk
New NC assessment consultation
• Feedback by 11th October
• ‘We are seeking views on how attainment in
national curriculum tests should be measured
and reported, where we should take a baseline
to measure pupils’ progress, and proposals for
how schools should be held to account,
including through floor standards.’
www.worcestershire.gov.uk
New NC assessment consultation
• The department’s floor standards will focus on threshold
attainment measures and value-added progress measures.
• Ofsted will focus their inspections more closely on schools
just above floor standards, and inspect schools with good
performance on these measures less frequently.
• We will set the key threshold attainment measure at a much
higher level. All schools should aim for at least 85% of their
pupils to reach the secondary ready standard.
• We will publish a wide range of attainment and progress data,
both from national curriculum tests and teacher assessments,
through the data portal.
•
www.worcestershire.gov.uk
New NC assessment consultation
• We would welcome views on the most
appropriate point for a baseline to measure
progress.
• We propose either retaining a baseline at the
end of key stage 1 using end of key stage 1
national curriculum tests, or introducing a simple
baseline check at the start of reception (making
the EYFS Profile non-statutory).
www.worcestershire.gov.uk
New NC assessment consultation
• Statutory national curriculum tests at key stages 1 and 2 will
continue. The first tests based on the new national curriculum
will take place in summer 2016.
• The new national curriculum tests will be more demanding,
with a higher and more ambitious expected standard. This will
ensure that pupils who clear the bar are genuinely ready to
succeed in secondary education.
• We propose to report national curriculum test results using a
scaled score, and compare pupils against the national cohort
by decile.
• In order to measure pupils’ progress, we will report how each
pupil performs at key stage 2 compared to pupils with similar
prior attainment.
•
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New NC assessment consultation
• National curriculum levels will be removed and
not replaced. From 2014, our new national
curriculum will make no mention of levels.
• The new national curriculum programmes of
study set out what pupils should be taught by the
end of each key stage. Teachers will develop a
school curriculum which is relevant to their
pupils. Schools will be able to introduce their
own approaches to formative assessment.
•
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• Teachers will continue to track pupils’ progress and provide
regular information to parents. How they do so will be for
schools to decide, suited to the curriculum they teach. We will
not prescribe a single system for ongoing assessment and
reporting.
• We will work with teaching schools, professional associations,
subject experts, education publishers and external test
developers to signpost schools to a range of potential
approaches to identify and share examples of good practice
for schools to draw upon.
•
www.worcestershire.gov.uk
Survival strategies
• Know your subject picture- action planning
• Build strong networks- attend meetings, Feb 10th
• Discover the strengths of colleagues- and where
they are!! Ask for colleagues details before you
go.
• Keep an eye on NCETM- some funding for
projects provided by DfE
• Use Ofsted ‘Good practice’ on the website
• Become involved in ECC related projects
www.worcestershire.gov.uk