Raising Attainment or''

1
Raising Attainment or..

• What has worked in Primary maths so far?
• By Caroline Lee

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Where to Start?

• Diagnose the problem.
• Self evaluation grid which breaks down the areas
  of subject leadership focus
• 1. Establishing priorities.
• 2. Continuing to improve teaching and learning.
• 3. Management and deployment of resources.
• 4. Professional development into practice.

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How to use the grid.

• The stages of continuum represented on the grid
  are
• 1. Focusing the beginning of the process, where
  we are now.
• 2. Developing starting to address key areas but
  still more input needed.
• 3. Establishing start of embedding good
  practice but some issues still outstanding.
• 4. Enhancing all issues embedded into whole
  school practice.

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What we did next?

• Full backing of senior management Meetings to
  discuss monitoring, book and planning trawls.
  Priority 1.1
• Writing an achievable action plan.
• Listening to staff concerns and morale.
• Yelling help to the Local Authority.

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Introducing the Calculation Pathways

• 1 document for the 4 operations.
• Each section shows a single method for each
  stage of progression (denoted by year groups but
  may be used by higher or lower ability)
• Document finalised through consultation with all
  staff.
• Help to staff morale.

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ISP TARGETS(Intensive Support Programme)
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Layered Targets
Target Measure, estimate and compare units of
length and convert between them.
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Staff Morale

• A very big consideration.
• Making sure changes are at their pace and not
  over powering and there were a lot.
• Providing support where it is needed
• Target setting
• Planning
• Resourcing

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CPD Opportunities

• Through support of the LEA a structured
  programme of Professional Development Modules
  completed each year by the whole school.
• Being aware of individuals need for CPD either
  for subject knowledge or classroom development.
• Providing support either in phases, year groups
  or individuals as and when required.

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The Renewed Framework

• More change for the poor teacher. Burden or
  changes for the better?
• Changes for the better which have been embraced
  by the whole school.
• The staff have the confidence to plan and
  evaluate using assessment for learning
  techniques.

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Classroom Practice

• Mathematical understanding should be developed
  through stories, songs, games and imaginative
  play. (Primary Framework - EYFS)
• Key concepts carry on throughout the school
  meaning more effective deployment of resources
  and appealing to more learning styles. For
  instance..
• Fun algebra??????

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Where are we Now?

• No quick fix.
• RAP review meetings.
• Part of the ISP programme
• Half termly reviews
• Termly writing of the review and action plan for
  work still to be done.
• Analysis of data.

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Interventions

• Specialist teachers introduced.
• Effective deployment of additional staff
  including further training where appropriate
  (Numicon, Wave 3).
• Use of the intervention programs throughout key
  stage 2 from Wave 3 in Year 3 to Springboard 7 in
  Year 6.

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What the Future Holds?

• Continued improvement in standards through using
  the embedded systems.
• Regular half termly assessment and review.
• Termly CVA scores to inform teacher levelling and
  under-performance.
• Enjoyment of maths throughout the whole school.
• Further CPD support as and when required.

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Enthusiasm

• Of the subject leaders
• Of the staff to new ideas
• Of the children to enjoy their maths.
• For the feel good factor that comes with success!