Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
Teaching and Learning
To be achieved by the end
of the year
To deliver high quality
maths lessons which allow
children to develop their
conceptual understanding
Intended Impact
To develop a deeper
conceptual understanding
of mathematics
Action/ budget
Date to be achieved
Joint learning walk
to assess current
practice across the
school
 Joint planning and
modelling teaching
with teachers
requiring support
(e.g. NQTs)
 Lesson
observations and
pupil interviews to
monitor impact
Maths SL time, school
investing in appropriate
practical resources
Ongoing throughout the
year but with a focus on
supporting NQTs in
Autumn term- by July
2015

Achieved?
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
To embed the aims of the
new maths curriculum
(developing fluency,
reasoning and problem
solving) in the teaching
and learning of maths
lessons
Children are confident and
competent at solving
mathematical problems
which involve reasoning.
They are able to use a
range of mental methods
to solve problems by
recalling known facts and
deriving new facts from
those known through
seeing connections.

Staff meetings on
teaching children
to calculate
mentally
 Joint planning of
lessons and team
teaching
 All teachers
building in daily
counting activities
 Staff meeting on
developing
reasoning skills and
problem solving
skills
 Children to take
part in additional
skills lessons at
least twice a week
Maths SL time, staff
meetings, external courses
By July 2015
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
Resources
To be achieved by the end
Intended Impact
of the year
Audit current maths
Teachers will have high
resources and replenish
quality resources to
where necessary to
support learning.
ensure classrooms have a
supportive learning
environment
Action/ budget




Date to be achieved
Complete audit of Autumn Term
practical resources
for each class.
Purchase large
class number line
for Y1-6.
Ensure teachers
have access to
resources to
develop children’s
mental
calculations. E.g.
variety of dice in
each classroom.
Identify costs and
use money
remaining in maths
budget to resource
Achieved?
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison


Order quality resources
for the new curriculum
areas
Teachers will have high
quality resources to
support learning.




classrooms for this
financial year.
Ask staff whether
they need any
additional
resources for
everyday use and
build this into the
next financial
year’s budget.
Seek funding from
PTA?
Deliver CPD on
new curriculum
requirements.
Provide teachers
with NCETM
progression grids
that have
suggestions of
reasoning
activities,
Order resources to
develop children’s
reasoning and
Autumn Term
July 2015
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison



problem solving
skills- BEAM books.
Conduct staff
questionnaire to
identify where
teachers need
additional support
and to assess their
knowledge and use
of maths resources
to support learning
Teachers to use
NCETM website
and recommended
books to support
their subject
knowledge
Teachers to use
nrich website to
develop problem
solving activities.
Assessment and tracking of pupils
To be achieved by the end
Intended Impact
Action/ budget
Date to be achieved
Achieved?
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
of the year
To ensure that teachers
make accurate and
consistent assessments
Children’s work matches
their ability and enables
them to move towards
their next step in learning




Maths SL to ensure
that class teachers
have set up APP
for 6 children in
their classes. (2
children from
support, core and
extension group
within maths
groups or class).
Ensure that
teachers are
assessing the
children at the
beginning and end
of each unit of
work by working
with them in small
groups.
Class teachers to
use quality
marking and
feedback at least
twice a week.
By end of Autumn term so
that assessment is
ongoing throughout the
academic year.
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
To ensure all children
make good progress in
maths and achieve
national expectations
across each phase
Class teachers are using
assessment that informs
planning. E.g quality
marking and feedback at
least twice a week.
Progress is made from the
start of each unit to the
end.


Teachers submit
half termly levels
for each child onto
target tracker.
SLT, data manager,
phase leaders and
Maths SL analyse
termly progress
across the school
to identify children
at risk of not
making good
progress including
vulnerable groups.
Autumn-by mid December
Spring-by end of March
Summer-by end of June
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
Monitoring
To be achieved by the end
of the year
Teachers within each
phase to ensure they are
tracking maths coverage
using new curriculum
progression grids. Phase
leaders to report to maths
Intended Impact
Children will have a broad
range of experiences
across their years in a
phase.
Action/ budget


Teachers to submit
the following to
the maths team on
a termly basis:
-coverage of the
new curriculum
Date to be achieved
Autumn Term- Mid
December (12th )
Spring term-End of March
(20th)
Summer term-beginning
of July (3rd)
Achieved?
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
team their coverage each
term.
To carry out Learning
walks each half term in
each phase by maths SL
and a member of SLT.
To carry out planning and
work book scrutiny termly
to ensure aims of new
curriculum are being met
and curriculum coverage is
broad and balanced.
(fluency in number,
reasoning skills and
problem solving skills are
being developed).
Teaching and learning is
consistent.
Actions have been put
into place from the
previous learning walk and
planning and workbook
scrutiny.


using progression
grids, highlighting
coverage in green.
Maths SL to
complete learning
walk, identifying
strengths and
areas for
development and
feedback findings
to teaching staff
and SLT. Maths SL
to draw up actions
and agree with
teaching staff.
Maths SL to carry
out a planning and
workbook scrutiny,
to identify
strengths and
areas for
development.
Maths SL to draw
up actions to
address issues and
agree with
Autumn Term- Mid
December
Spring term-End of march
Summer term-beginning
of July
Melbourn Primary School – Action Plan 2014 – 2015
Subject:
Subject Team Members:
Helen Cottle, Becky Pine, Jo Pulford, Laura Davison
teaching staff.