Regina Coeli Catholic Primary School. Mathematics Action Plan

Transcription

1 Regina Coeli Catholic Primary School Mathematics Action Plan

2 MATHEMATICS ACTION PLAN Ensure improved and consistent progress for all pupils of all ages and abilities across the school with particular focus on higher attaining pupils (level 2a/3c at end KS1). School self-evaluation still demonstrates higher attaining pupils (level 2a/3c at end KS1) are not always making good progress through KS2. We will, therefore, continue to improve various aspects of our teaching in Mathematics across the school and monitor the impact of changes and developments to ensure that tracking data shows consistent progress through KS2. Objectives: To ensure assessments / targets are effectively used to promote good progress and inform planning. To ensure pupils of all abilities understand the next steps in their learning. Class teachers accountable to Maths Subject Leader. Maths Subject Leader and SLT. Maths Subject Leader and SLT. Maths Subject Leader Assess termly December, March and June Oct, Dec Feb, April May, July Staff meetings Autumn / Use of Pupil Target Tracker to collate and interrogate data looking for patterns, trends etc. Termly moderation of assessments with Phase Leaders making use of APP materials as an aid to levelling pupils work and subsequent target setting aiming for 1.5 points progress per term (at least 4 yearly) Regular and systematic half termly monitoring of planning, teaching and pupils work (school self review cycle). Particular feedback on AfL strategies, differentiation, implementation of calculation policy and using and applying opportunities. Use of individual pupil targets / layered class curriculum targets in mathematics to ensure pupils of all abilities understand the next steps in their learning. Help pupils use their targets to review and improve their own work. Evidence that accurate, moderated, teacher assessment is being used to plan differentiated work which challenges all pupils. Regular monitoring and lesson observations show that AfL strategies continue to be used consistently and effectively to promote good progress and that children are engaged in rich mathematical learning tasks that promote using and applying. Pupils are actively engaged in target setting and know how to improve performance

3 Maths Subject Leader Autumn / Pupil interviews (with particular focus on boys and lower attaining pupils) to investigate pupils understanding of targets set and attitudes towards mathematics. through marking and feedback showing next steps in learning (self and peer assessment) Evidenced by observations, scrutiny of work and pupil interviews that will show that pupils are engaged in their learning and know how improve. Lower attaining pupils make improved progress averaging 4 points + over the year. Objective: To monitor Calculations Policy to ensure consistency and efficiency in teaching mental and written calculation methods Class teachers accountable to Maths Subject Leader. Observations Book Scrutinies Termly Ensure consistency in the implementation of the school calculation policy. Programme of observation and scrutiny of work together with pupil interviews;- constructive feedback to teachers. Revision of agreed strategies if required. NCT All staff following Calculations Policy Children able to identify which strategy to use As a result of increased staff confidence, there will be consistent teaching of calculation strategies used in all lessons, enabling children to become secure with methods used.

4 Objective: Further develop opportunities to use mathematics across the curriculum with focus on AT1 (Using and Applying Mathematics) Class teachers accountable to Maths Subject Leader. Ongoing Staff training to equip them with a range of using and applying opportunities that could be used across the school. Ensure staff plan in real-life, purposeful, open ended tasks on a regular basis, and continue to exploit cross-curricular opportunities. Develop investigations and problem solving activities; emphasis on practical work (especially in KS1), matched to cross curricular learning which develop thinking skills and using and applying maths skills Develop stronger links between mathematics and ICT. Teachers explicitly teach methods to solve problems, scaffolding tasks. Ongoing problem solving activities in ALL areas not just at the end of units of work. Ensure resources are updated as required ensuring all pupils have ready access to equipment. Set up a lesson study cycle focusing on planning using and applying opportunities across the school to support teaching and learning in AT1. In all lessons, all children will experience more opportunities to use and apply their knowledge to real life situations. Evidenced by scrutiny of work and planning samples continue to show a greater emphasis placed on AT1. Improved attitudes towards mathematics by pupils and staff. Improved problem solving skills evidenced in tests, pupil mathematics books and maths working walls/displays. Increased use of apparatus; all pupils have ready access to practical equipment to reinforce understanding of mathematical concepts Summer Term Improve parents involvement in children s learning. Consider parent consultation format in children s learning, be specific i.e. send targets home, targeted Homework policy followed in all classes Parents are more involved

5 term home challenges based on children s need, encourage parents to help at home, workshops. Family learning sessions. By licences for on line learning programmes e.g. Primary Maths which children can access at home and school MATHS FUN WEEK - across the school to further develop cross curricular links and mathematically rich learning tasks (using and applying opportunities). Links to literacy: teaching maths through books. in their children s mathematical learning, evidenced through 1:1 interviews and through parent questionnaires about mathematics. Improved attitudes towards mathematics from staff and pupils. Teachers equipped with more using and applying opportunities. Pupils will be imersed in purposeful, real-life, rich mathematical challenges. Objective: To ensure effective, well differentiated, teaching of daily maths lesson promoting good progress and high attainment.

6 Phase Leaders to report to Maths Subject Leader Deputy Head in charge of CPD for staff. Autumn Summer Staff Meeting Monitor teaching of maths - observations as detailed, learning walks across the school. Arrange for support in relevant areas e.g. additional courses and training if required, support from Maths Subject Leader if necessary. Monitor AFL strategies on teachers plans. Look for further trends/patterns in each phase which suggest areas that could be further enhanced; feedback to staff and begin to support development of those areas. Ensure guided maths groups are effective with work / pace appropriately matched to ability. Training staff on different ways to differentiate lessons. Provide team teaching opportunities where appropriate/observations to support staff. Promote increased parental involvement e.g. Lower KS2 maths games. supply costs to attend training + course fees All observed lessons Good or better showing evidence of consistent use of calculation strategies, using and applying opportunities, real life tasks and more practical mathematics (especially in KS1) Staff consistently structure good or better lessons which enable guided maths work and independent learning Samples of pupils work together with teachers notes to show progression, continuity and to scaffold the pupil s maths learning. Objective: Ensure improved and consistent progress for all pupils of all ages, abilities across the school. Maths Subject Leader with Assessment Leader. From October 2013 June 2014 Analysis of 2013 SATs looking for trends, areas of weakness, strength to inform planning and teaching. Look at patterns and trends from monitoring and other data. Feedback to staff in staff meeting. Discuss ways of improving provision. Termly Teacher Assessments to identify and subsequently support pupils not making expected progress. Consideration of pupils learning styles Meet SAT targets set for Years 2, 4, KS2 predictions level 4+ = 91% level 5+ = 50% Individual pupil targets met. All KS2 classes average at least 4 NC points progress over the year. Overall upward trend in

7 Booster support for Year 5 and 6 Early intervention in Years 3 and 4 Objective: To develop year group schemes of work based on the new curriculum. results 90% KS1 level 2c pupils reach level 4 in KS2 88% make 2 levels progress across KS2. Maths Subject Leader, SLT, all staff Summer Staff meeting to read, analyse and compare new curriculum to current one. Discuss aims in phase groups and discuss how they can be implemented into daily mathematical teaching. Staff meetings to create schemes of work for all year groups that show aims and how these aims will be taught (step by step) Review calculation policy to see if it still fits with the new curriculum or whether it needs updating Staff training on teaching and learning of fractions, referring to the new aims in the curriculum. Monitor teaching of fractions across the school. Through scrutiny of planning/lesson observations, all teachers will demonstrate that they have a secure knowledge of the aims. Schemes of work will be developed to support the teaching of the aims in the new curriculum. Through scrutiny of planning/lesson observations/working walls in the classroom all teachers will demonstrate that they are planning more mathematically rich lessons that focus on fractions (especially in EYFS/KS1)