A CPD led approach to school improvement in

mathematics: how we do it and the lessons we have

learned

Secondary Mathematics Teaching & Learning Consultants

vanessa.wears@educationbradford.com

raj.kumar@educationbradford.com

What would your ideal consultant look like?

VisionVision

To empower those who work in

schools to be outstanding

practitioners, able to motivate and

prepare young people to influence

and respond positively to a

changing world.

Practices Practices (Ways of working)(Ways of working)We:• will always agree a personalised contract with each

school working closely with SLT, SIP, NCA, AO, SL• will support locality working and develop other

networking opportunities to provide the best value for money and to help schools to share each others’ experience

• will encourage calculated risk taking, in order to be creative, inspirational, innovative and enterprising

• will work collaboratively with other EB colleagues and external partners to secure the benefits of shared experience and expertise, by working across all teams to maximise synergy, avoid duplication and omissions

Burning QuestionsBurning Questions• How do you identify schools’ needs?• What actions do you take?• What impact have you had and how do you

know?

(Where schools are, where they need to go,

how do they get there, how do they know they

have got there, how can they do it better?)

SDP/SEF/Ofsted Headteacher SIP/NCA Identification of School Improvement needs from SEF/Ofsted

SAAO’S Senior Area Achievement Officers + AO’s

AO leads on ‘round table’ meeting – in attendance is Link Consultant and all other Secondary Consultants working in that school

Contracting between school & consultant SM HoF

Action plan between individual teacher(s) and consultant

The magic happens

School evaluate * Commission broker support package

school monitoring, analysis evaluation ongoing

Transforming Learning Service Cycle of Support

Secondary National Strategy Annexe 2

A message to senior leaders and line managers of mathematics departments

Strategies involving teaching and learning: To achieve a long term impact on rates of pupil progress all teachers need to engage pupils with a sufficiently challenging level of mathematics. The spring 2010 Subject Leader Development Materials from the National Strategies will help mathematics subject leaders strategically develop their scheme of work and professionally develop their departments so that teaching and learning are suitably challenging and engaging. The approaches are based on:

guidance in the Secondary mathematics planning handbook

a set of revised learning objectives for Key Stage 4.

Together, these will help your mathematics subject leader and teachers engage pupils in meaningful and enjoyable mathematical activity and support a wider and a more inclusive participation in mathematics pre- and post-16.

Strategies involving systems and structures may also be necessary to improve rates of progress for all pupils. These might include:

re-thinking the accepted norms around grouping and setting so that all pupils are supported to remain

in a teaching group that offers challenge and supports progress.

re-thinking timetabling and curriculum organisation so that pupils have opportunities to apply skills outside normal classroom lessons, into other subjects and contexts outside school

implementing APP so that tracking is meaningful and consistent, targeting key pupils and tracking

progress across a key collection of subjects

making strategic decisions about terminal assessment so that all pupils are engaged, make maximum

progress and are motivated to include study of mathematics as part of their future plans. On a case

by case basis this includes,:

- choosing modes of assessment from modular or linear,

- deciding tier of entry between foundation or higher

- judging the timing of entry and the provision of resits

Changes and challenges facing secondary mathematics in 2010:

New programme of study - The statutory element determined by QCDA is in the form of a new

programme of study (PoS) for Key Stage 4, with a strong focus on mathematical processes and applications setting out the entitlement for pupils from September 2010. A new balance between the

assessment objectives against which all GCSE specifications must be assessed, now weighted with

around 50% towards application and problem solving

New GCSE - The four awarding bodies (AQA, Edexel, OCR, WJEB) now provide accredited new

mathematics GCSE specifications interpreting the new statutory programme of study. These include

papers written so that 50% of the assessment is focused on application and problem solving. First assessment in 2012 (although modular assessments will start earlier).

Functional skills assessment: a stand alone qualification, assessing in greater depth the same skills

as those emphasised in the Key Stage 4 PoS and assessed in GCSE providing pupils with a qualification which will carry transferable value post 16.

Targets for 2011 include a floor target for 5 GCSEs at A* to C including mathematics and English. In

addition Ofsted are paying attention to the rates of progression of each pupil in mathematics between key stages 2 and 4, and the progress of underperforming groups. There is a national imperative to

widen participation in post-16 mathematics and other STEM subjects.

Teachers’ subject knowledge, Teachers’ subject knowledge, pedagogic skills and classroom pedagogic skills and classroom

practicepractice

Subject knowledge

PedagogyClassroom practice

Many secondary teachers

Many primary teachers

The best teachers

Mathematics – Medium to Long Mathematics – Medium to Long Term PlanningTerm Planning

A Developing

APP

Summer 2009 Autumn 2009 Spring 2010 Summer 2010

NS priority Exemplification of good practice in day to day assessment.

Promote effective APP periodic assessment through web based materials and initiate promotion of day-to -day assessment

Promote a scaling up of APP periodic assessment across Key Stage 3; provide further web-based guidance on day-to-day assessment (AfL).

Exemplify APP periodic assessment in mathematics and AfL that is effective in accelerating pupils’ progress.

School activity Focus departmental development activity on familiarisation with APP periodic assessment, making effective use of consultancy support where appropriate.

Implement APP periodic assessment with key classes or groups of pupils and start to make use of the Strategy’s developing guidance on day-to-day assessment.

Access the Strategies' web and consultants resources to ensure that plans are in place for embedding APP periodic assessment across Key Stage 3.

Embed APP periodic assessment across Key Stage 3 and review practice in day-to-day assessment (AfL).

Stage 1 Stage 2 Stage 3 Stage 4

Summary The department is gaining familiarity with the new APP approaches and materials.

The process of using APP for periodic assessment is in place for selected pupils or groups.

The process of using APP for periodic assessment is fully in place for a number of whole classes.

The process of using APP for periodic assessment is fully in place for all Key Stage 3 pupils.

Department characteristics

- what is this likely to look

like?

Teachers are developing their understanding of periodic assessment through the use of APP materials and processes with a limited range of pupils’ work. All teachers are aware of the importance of the Standards Files in standardising assessments. Some teachers have started to use APP approaches on a regular basis with small groups of pupils or individual classes.

All Key Stage 3 teachers are familiar with the APP process and are developing confidence in using the assessment guidelines and Standards Files to make secure and consistent judgements with selected groups of pupils. Some teachers may be scaling up their use of APP to include whole teaching groups. The department has started to use guidance on day-to-day assessment to enhance the evidence available, and to share outcomes and next steps with pupils.

APP is in regular use with a range of whole classes across Key Stage 3. Teachers are increasingly confident in making APP assessments, are beginning to use them to set curricular targets for identified groups and are adapting their teaching in response to assessment outcomes. Regular moderation and standardisation are improving the consistency of teacher assessment in the department. Plans are in place to extend APP to all Key Stage 3 classes.

APP is in regular use with all Key Stage 3 classes. Teachers confidently use APP assessments together with the Framework learning objectives to set curricular targets for pupils and adapt their teaching in response to assessment outcomes. Standardisation and moderation are well established and there is a high level of consistency and accuracy in teachers’ assessments of pupil attainment.

See handouts for examples of:

• Improvement Plan

• Invitation letter to SLs

• Flyer to SLs

• Evaluation form for SLs

Calendar of Events: Mathmagogy, Calendar of Events: Mathmagogy, Progression, AssessmentProgression, Assessment

See handout (s)• Model good practice using rich activities and link to

Ofsted grades, Learning Objectives, Probing Questions, Key Processes, Reasoning Frames & TDA standards

• Participants take the activity to use back in school (gap task) with a sharp focus. E.g. pupil dialogue, engagement, group work

• Participants are supported in classrooms and running their own CPD sessions by mentoring/coaching and using the Plan-Teach-Review model

• Evaluations to inform our future planning

Consultant FeedbackConsultant Feedback

For teachers – see handout

For consultants – see handout

Impact in KS3Impact in KS3

%L6+:Bradford 2003 – 37% , 2008 – 49%National 2003 – 49% , 2008 – 57%

Impact in KS4Impact in KS4

5A*-C inc. En & Ma continue to rise faster than the national rate.

%A*-C in Mathematics:Bradford 2003 – 36% , 2010 – 52%

National 2003 – 48% , 2010 – 63%??A*-C in Maths continue to rise year on year.

Q&A?Q&A?

Secondary Mathematics Teaching & Learning Consultants

vanessa.wears@educationbradford.com

raj.kumar@educationbradford.com