Maths subject leader Network Meeting

1. Maths subject leader Network Meeting First and Primary Tuesday 8th October

2. Cabbage patch Using 3 straight lines how can you divide the cabbage patch into 6 equal groups http://www.mathsisfun.com

3. 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?'

4. 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.

5. 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?

6. 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?

7. The New National Curriculum Purpose of Study ‘Mathematics is a creative and highly inter-connected 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.’

8. 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 … proofusing mathematical language • can solve problems by applying …and persevering in seeking solutions’

9. Mathematical proficiency • Conceptual understanding- comprehension of mathematical concepts, operation and relations • Procedural fluency- skill in carrying out procedures flexibly, accurately, efficiently and appropriately • Strategic competence-ability to formulate, represent and solve mathematical problems

10. Mathematical proficiency • Adaptive reasoning-capacity for logical thought, reflection, explanation and justification • Productive disposition-habitual inclination to see mathematics as sensible, useful and worthwhile, coupled in belief in diligence and one’s own efficacy

11. Conceptual understanding Real life situations Manipulatives Pictures Written symbols Verbal symbols

12. Conceptual understanding Abstract Concrete Pictorial

13. Moving between representations Models Images

14. Conceptual understanding • Modelling mathematics

15. Procedural fluency 1,000,000 ÷ 8

16. 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

17. 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’

18. 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

19. Take a break

20. 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

21. Intervention needs to be... • Well understood by all involved • Learning gaps identified based on AfL • Sustainable (by pupils and by school) • Responsive and strategic

22. 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

23. 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

24. 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.’

25. 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.

26. 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).

27. 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.

28. 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.

29. 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.

30. 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