MATHEMATICS IMPROVEMENT PLAN for DAME JANET PRIMARY ACADEMY To be reviewed weekly by SM. 1 P a g e

Transcription

1 MATHEMATICS IMPROVEMENT PLAN for DAME JANET PRIMARY ACADEMY To be reviewed weekly by SM 1 P a g e

2 Mathematics School Improvement Plan In Response to Ofsted February Actions *Bold direct from School Improvement Plan* Start 1. Quality of Teaching 1a. Quality First teaching in Mathematics 1.1 To improve teacher subject knowledge Lead Person Success Criteria SM 1. of lessons every week 2. Planning Scrutiny weekly 3. Precise L.O. and S.C. 4. Clear differentiation and high expectation 5. Pace of the learning 6. Book look 7. Coaching staff 8. Data analysis 9. Learning Environments 10. CPD/Workshops 11. To ensure that regular targeted observation and feedback improves the consistency of teaching and learning. 12. Improve the quality of questions (teachers and TAs) SM 1. Give out staff audit 2. Teachers and TA s to complete/level 5 SATs paper 3. To develop confidence during CPD and coaching 4. CPD Mental Mathematics Strategies 5. CPD workshops on different areas of maths 6. Sign all staff up to Maths audit website - Resources Cost Any mathematical resources that we need to buy to support teaching CPD CPD training Mental Maths Test Level 5 Maths Test scales By July December December Improvement of maths test results Reviewed Outcome 2 P a g e

3 1.4 To further develop AfL by ensuring read and review time is used consistently and effectively hematics_subject_knowledge_audits SM 1. Make sure teachers understand precision marking for maths 2. Make sure it is happening every day 3. Regular Book scrutiny shows precise next steps that extend the learner. 4. In house moderation 5. TKAT school moderation 6. Information given out about precision marking 7. APP Scrutiny Work books Precision marking information per Progress improves further because children understand better their next step for learning. Children able to explain their own next step and marking 1b. To further raise teachers expectations of how hard pupils should work. 1c. To understand and implement the new national curriculum SM 1. Work in books reflect at or above age related expectations 2. Pupils demonstrate sense of pride in their work 3. To develop better use of learning time to achieve learning outcomes 4. To ensure that behaviour for learning strategies are applied more rigorously. SM 1. CPD on the new national curriculum for mathematics for teachers and TA s. time by SLT Triangulation time Peer observation In house moderation Regular Book look CPD staff meeting Planning scrutiny per December Pupils are independent, keen, challenge and interested in lessons, 90% + of pupils are on task and engaged at all times. December 3 P a g e

4 2. of planning 1d. AT1 Using and Applying spilt the lesson into two (skill/using and applying) 1e. To investigate new tracking grids for core subjects without levels 1f. Mathematical Vocabulary/children s work on learning walls SM 7. Using and Applying incorporated at the end of every lesson (teach the skill, give the children real life questions to answer in their books using the skill they have been taught) 8. Problem Solving Day every Friday linked to weekly learning (real life, practical, outdoor maths) 9. Introduce and use the DJPA steps to problem solving 10. Problem solving questions around the school for everyone to answer SM 3. To investigate different tracking grids for the core subjects so it becomes in line with the new national curriculum. 4. Contact other primary schools, advisors etc 5. Shortlist ideas by Dec 14. SM 11. Give out an agreed list of mathematical vocabulary to use at DJPA 12. Give out mathematical word bank for displays 13. Regular monitoring every Thursday to make sure up to date vocabulary is on CPD staff meeting Observations Planning Word bank CPD training December To have a new tracking system for the core subjects. Training for staff ready to implement from 2015 December 4 P a g e

5 display in classrooms 1g. Numicon as a whole school approach SM 1. Numicon CPD/Refresher for current and new staff, all teachers and TA s. Focus on the use of resources in Key Stage Observation and drop ins Numicon as the focus. 3. Audit of Numicon resources in each classroom Staff meeting in October 1 for teachers 1 for teaching assistants December 2. Achievement of Pupils 2.2. To ensure children identified as high achieving achieve the highest grades at the end of the relevant key stage. 2a. To ensure data shows consistent performance of all vulnerable groups as evidence of good quality teaching for all. SM Year 2 and 6 team 1. All pupils perform in line with their peers. 2. Triangulation grades are good or better for each class SM 1. When problem solving every Friday and using and applying daily try to incorporate girl interests. 2. Boy interests for Years 3 and 5 3. Learning mentors and AEN to work with PP children with maths interventions. 4. Vulnerable group analysis timetable Planning scrutiny Working with the Year 2 and 6 teams. Data analysis CPD training Learning mentors AEN Ta s Mathematics leader Numicon training Making Figures Speak Data per Children achieving level 3, 5 and 6 in line with predictions Pupil premium and SEN children December 5 P a g e

6 2b KS1 To achieve 75% level 2b+ validated results SM 1. Quality first teaching 2. Quality planning 3. Pupil Progress meetings 4. Interventions 5. Numicon Approach 6. CPD Observations Intervention programme per December 2c. Children s Maths targets 3. Leadership and Management 3a. Update Maths policy 3b. Plan mathematical opportunities throughout the curriculum linked to EOS SM 1. To make sure that all the children in the academy have targets displayed or in their books, whether it is on the track-a-pillar bugs or APP statements. 2. Ask the children to see if they know their targets 3. All staff to keep reminding children of their targets and regularly keep them up to date. SM To update maths policy and hold a staff meeting where all staff agree to the new policy and understand it. SM/KW 1. Maths lessons will not always be stand-alone but cross curricular for example if there has been a trip to the beach, sorting and classifying can to monitor APP target cards for books Track-a-pillar bugs for the walls Staff Meeting Local Trips Outdoor Maths Key information All class targets on display or in books and regularly changed Pupils understand their targets and know what their next step is. To be understood and followed by all staff December 6 P a g e

7 4. The Behaviour and Safety of Pupils 4a. To engage parents with school life. be used in the context of beach objects 2. Plan lessons linked to the topic 3. CPD information about how to plan a cross curricular, outdoor lesson when the main focus is maths. SM 1. To hold different workshops for parents across the school during term 1, 3 and Start up a mathematical library for KS1 parents. No cost Increase the number of parents coming to the workshops by 100% 7 P a g e