Maths Mastery, the Windhill21 Journey

1. MathsMastery, the Windhill21 Journey

2. ‘Teachers provide pupils with many opportunities to apply their mathematical skills in problem-solving and reasoning activities. Pupils can articulate their learning clearly, using correct mathematical vocabulary. Pupils’ basic mathematical skills are very secure, which enables them to reason at a high level.’

3. The journey began in 2016 and we are still travelling……..

4. DESIGN • DELIVER • REFLECT • REFINE

5. CULTURE OF WINDHILL21 • Research • Pilot • Reflect • Refine • Roll out with robust intention, driven by a passionate team • Continuous review using the outcomes and feedback from pupils and staff

6. RESEARCH-DRIVEN • Pisa – Singapore and Shanghai • EEF • Researched underlying principles of maths mastery and they made sense

7. Singapore China United Kingdom

8. What is the impact? On average, pupils in schools adopting Mathematics Mastery made more progress than similar pupils in schools that did not adopt the programme. The small positive effect can be estimated as equivalent to approximately one month’s additional progress. The effect detected was statistically significant, which means that it is likely that that improvement was caused by the programme. The programme had a higher impact on pupils in Year 1, who made approximately two additional month’s progress on average, than those in Year 7, who made approximately one additional month’s progress on average. It is unclear whether the programme had a different impact on pupils’ eligible for free school meals or on higher or lower attaining pupils than on higher attaining pupils. In follow-up studies, data from SATs and GCSEs should be used to evaluate the medium and long-term impact of the programme on different groups of pupils

10. UNDERLYING PRINCIPLES OF MATHS MASTERY ……they made sense • Certain principles and features characterise this approach: • Teachers reinforce an expectation that all pupils are capable of achieving • high standards in mathematics. • The large majority of pupils progress through the curriculum content at the • same pace. Differentiation is achieved by emphasising deep knowledge and • through individual support and intervention. • Teaching is underpinned by methodical curriculum design and supported by • carefully crafted lessons and resources to foster deep conceptual and • procedural knowledge. • Practice and consolidation play a central role. Carefully designed variation • within this builds fluency and understanding of underlying mathematical • concepts in tandem. • Teachers use precise questioning in class to test conceptual and procedural • knowledge, and assess pupils regularly to identify those requiring • intervention so that all pupils keep up.

11. RESERVATIONS TO IMPLEMENTING MM • Experience of early adopters – Ofsted reports • Prescriptive • Teachers’ subject knowledge • Text books at the time • Stretching the more able? • Changing lesson design from Mild, Spicy, Hot

13. Need expertise • Good subject knowledge • Drive and passion • Leadership ability • Train up as an expert

14. What did Windhill21 have? A Maths lead and a Maths team to have the will and to drive across the school

15. LEAP OF FAITH

16. CHRONOLOGY OF ACTIONS

18. BIG ACTIONS, BIG IMPACT Action 1: Maths Lead (Sarah-Jane Pyne) was a Maths Mastery specialist. KS1 maths lead was upskilled (HFL courses) Action 2: Agreed to all use HFL Essentials planning Action 3: Maths Lead and KS1 lead planned with teachers Action 4: Peer to peer lesson design Action 5: Whole school delivered Maths Meetings

19. This is not a quick fix – it’s a journey

20. KEY FINDINGS • Learning is visible enabling AFL immediate intervention in the lesson • Getting pupils to think…… • Maths Mastery supports the acquisition of life-long maths skills • Children are more aware of the skills • It takes longer to plan • Gains for marking – assessment on the spot – no fire-fighting when you have taken books home realising a third of the class did not understand • Gives time to readjust next lesson

21. OUTCOMES • Children positive about maths across the school • Books show a clear learning journey within the lesson and across a sequence of learning • Data shows a positive impact on borderline pupils although a bit too early to say definitively that data has improved over all – 2 year • Improved teacher pedagogical knowledge e.g. using models /bar models/manipulatives with older children/ use of prove it. Use of talk for understanding • (speaking frames) – structures of mathematical thinking • Supports Growth Mindset

22. OBSERVATIONS OF SHANGHAI TEACHERS: • higher / lower attainers and the language barriers observed. • insufficient time for independent practice so that children can embed new learning or apply it to more challenging areas (which is linked to addressing the differences between rapid graspers and lower attainers). • However, from my observations of all the lessons I have seen so far, in Year 4 and Year 2, I think the positive takeaways for adopting are: • careful selection of examples/ representations so that the best examples are used to convey a learning point • focus on knowing and learning underlying number facts • use of multiple representations different ways of looking at the same thing so that children can understand a learning point in different contexts) • use of stem sentences to aid understanding and draw attention to the key points • giving the children non-standard and deliberately incorrect examples (known as negative examples) to really see if they understand

23. WHAT NEXT? • Reflect on Shanghai teaching and develop key ‘takeaways’ • Discuss the thorny issue of ‘challenge’ • Ensure maths mastery is deeply embedded • Evaluate impact • Eradicating any residual resistance • Early Years Mastery Implementation