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Mathematics Subject Leader Meeting

Mathematics Subject Leader Meeting. October 2012. Talk about what you have done as a result of the previous subject leader session. Olympics – was it a mathematical Olympics in your school? A real opportunity to reinforce maths across the curriculum

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Mathematics Subject Leader Meeting

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  1. Mathematics Subject Leader Meeting • October 2012

  2. Talk about what you have done as a result of the previous subject leader session Olympics – was it a mathematical Olympics in your school? A real opportunity to reinforce maths across the curriculum Calculation – have you reviewed you policy on written methods of calculation? Division and fractions – did you open up THAT can of worms? Email containing the draft New National Curriculum and the Made to Measure Ofsted report

  3. Agenda • What’s maths like in my school? • How do we know? • Assessment information, pupil tracking • Teaching and learning, performance management, Ofsted inspection • Identifying priorities • What are we doing about it? • Action planning – what and why • Made to Measure report, provision mapping • Subject knowledge, support for teaching, EY curriculum, CPD

  4. Agenda (2) • How will we know the impact of what we’re doing? • Monitoring progress of actions • Provision mapping and expected outcomes • Learning walks – what are and how are they used? • Book trawls, planning review, lesson observations, pupil discussions, teacher discussions, pupil progress meetings • CPD – impact of CPD on teaching and learning • Sharing what works well • Evaluating – teachers, pupils, teaching assistants, parents • What will we continue with, what will we do differently and what will we stop doing

  5. EYFS 2012 PSRN

  6. EYFS 2012 PSRN

  7. National conversion data 2012

  8. KS1 2012

  9. Provisional data 2012 KS2

  10. Venn (reading, writing and maths)

  11. Review action plans and provision maps • How does your school action plan, maths action plan and provision mapping align? • Will your action plan provide you and inspectors with the necessary information about maths in your school? • How can you use your provision mapping to ensure that the right children receive the right support that will make a difference? • What help and support might you need?

  12. How will I know that actions have made a difference? • Monitoring for • Compliance • Improvement /making a difference • Impact of CPD (external support, TED days, staff meetings, lesson study etc) • Impact of feedback from monitoring activities – have things changed and what difference does this have on learning and teaching for all children? • Evaluation of process and actions – did you get it right? What would you do differently?

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