Mathematics Subject Leader Meeting

1. Mathematics Subject Leader Meeting • October 2012

2. Aims • refresh knowledge and understanding of mathematics initiatives and curriculum development • further awarenessof management tools to lead, monitor and enhance progress to raise standards in mathematics • deepen subject knowledge and pedagogical approaches in mathematics • network with other subject leaders

3. Session 1Leadership and Management Part A- Made to Measure • Overview and ethos • The influence of performance measures • Monitoring to check or to improve? • Developing the mathematical expertise of staff

4. Mathematics: made to measure Report published in May 2012 For age groups 3-18 www.ofsted.gov.uk/resources/ mathematics-made-measure

5. School Inspection Handbook School Inspection Handbook 2012 Subject specific guidance 2012 New curriculum? www.ofsted.gov.uk/resources/generic-grade-descriptors

6. EYFS

7. Part A Mathematics in primary and secondary schools • The quality of teaching • Underexploited information and communication and practical resources • The problem of too little problem solving • Teaching assistants: making the most of this resource

8. Part A Mathematics in primary and secondary schools • Overall effectiveness • Achievement and progress over time • Measuring the gaps

9. Part A Mathematics in primary and secondary schools • Use of assessment in lessons • Assessing attainment: one piece of work at a time? • Marking the importance of getting it right

10. Part A Mathematics in primary and secondary schools • The curriculum- is it good enough? • Still too little ‘using and applying mathematics

11. Data Headlines - Edulink www.edulink.networcs.net/sites/LeadManage/perfdata

12. As subject leaders- what do you know? Place greater emphasis on • How effectively school tackle inconsistency in the quality of mathematics teaching • How well teaching fosters understanding • Pupils’ skills in solving problems

13. Tackling inconsistencies • Year 4/6 outcomes 1.36 – 0.58 56 -18 To subtract this number I think about… I’ll get the 100 square

14. Tackling inconsistencies • Add/subtract one digit and two digit numbers efficiently How is this taught through your school?

15. What does the journey through school look like? What key resources/models and images and approaches are used to support learning partitioning?

16. Key findings and recommendations • ‘Schools were more aware than at the time of the previous survey of the need to improve pupils’ problem solving and investigative skills, but such activities were rarely integral to learning except in the best schools where they were at the heart of learning mathematics’

17. Adding Plus- If you write plus signs between each of the digits 1  to 9  , this is what you get: 1+2+3+4+5+6+7+8+9=45  However, if you alter where the plus signs go, you could also get: 12+3+45+6+7+8+9=90  Can you put plus signs in so this is true? 1  2  3  4  5  6  7  8  9  =99  How many ways can you do it?

18. What does integral look like? 64= 65? 8 8 http://cheezburger.com

19. How do you find out? What tools do you have for effective monitoring and mis-conception spotting? But time?

20. Outstanding All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Good Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. 2012- School Inspection Handbook

21. Primary days Which group are you in?

22. Executive summary The most common strategies to raise attainment focused the use of assessment data to track pupils’ progress in order to intervene to support pupils at risk of underachievement, While weak performance was generally challenged robustly, attention to the mathematical detail, so crucial in improving teachers’ expertise, was lacking

23. Session 2 • Investigating inconsistencies from Early Years • Monitoring – to check or improve? NCETM Primary magazine- 44 The Art of mathematics

24. Review action plans and provision maps • How does your school action plan, maths action plan and provision mapping align? • 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?

25. Fractions and division • ½ is a third of what? Did you open that can of worms?

26. 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?

27. Learning walks…

28. What’s on • ECC- Numbers Count 2 • First Class- CPD for TAs • Mathematics CPD • Newsletter • NCETM project • Education Associates • Durham project • Twilight for data workshop • Date of next Subject leader meeting

29. Numbers Count Children in years 1, 2 and 3 26 Worcestershire schools in 2012-13 Numbers Count 2 Children in years 4, 5 and 6 Due to start in January 2013

30. 1stClass@Number Accelerates the progress of children working at level 1c 41 Worcestershire schools since September 2011 1stClass@Number 2 Accelerates the progress of children working at level 2c Starting in January 2013