1. Mathematics Matters #MathsMatters Kenny Frederick A school perspective

2. George Green’s School - context  1250 boys & girls aged 11 – 19  Multi-ethnic, multi lingual and multi-faith  A fully inclusive school  A local community school  Humanities specialism - Citizenship, English & Drama  An IB World School  An International School  An active partnership with 7 local primary schools

3. Inclusion is non-negotiable A fully inclusive comprehensive school: 100+ pupils with statements of SEND, many with complex & additional needs 40% on inclusion register 140+ on social care lists 30% English, Scottish, Welsh, 30% Bengali, 40% other 48% English as an additional language learners 60% Free School Meals Many vulnerable pupils & vulnerable families

4. A community school open to all Our motto – All different. All equal Equal Opportunities is not about treating everyone the the same. It is about meeting individual needs and celebrating and appreciating their individual strengths and weaknesses

5. Our Aims To raise achievement within a framework of equality of opportunity and inclusion for all To foster a love of learning for life To develop active global citizens To develop a community that can support itself

6. The Isle of Dogs in Tower Hamlets, East London  Not an island but poor transport links in the past led to a feeling of isolation & bitterness  Housing policy in early 1990’s led directly to the election of the only British National Party (BNP) Councillor in 1994  Racism was and still still is a big issue  Inward looking population – hard to see beyond the island  The new gated communities led to more divisions in terms of social class

7. Barriers to raising achievement  Poverty – despite nearness to Canary Wharf development TH is one of the most deprived Boroughs in the country.  Poverty of aspiration & ambition amongst many parents & students  Very poor literacy skills  A community that distrusts authority &‘sorts things out for themselves’  A community that has very different values from the ones we promote!  Endemic racism  White indigenous population particularly boys, underachieving  Support from home is erratic - little support for homework & learning at home  Attendance has been a huge issue which is now much improved

8. Facing up to the challenges  Recruiting & retaining the very best teachers  Well planned training & development for all staff  A whole school approach to literacy  Excellent pastoral care  Excellent learning support  Emphasis on middle leaders & effective teams  Emphasis on accountability & sharing good practice  Data used effectively to track pupils and to intervene appropriately  Involving pupils - pupils voice & involvement

9. Challenges in teaching mathematics Primary transfer- the primary curriculum deals mostly with number and geometry/data handling, very little algebra is covered. Very little investigative work is done therefore pupils do not have the opportunity to explore maths in any depth. Students arrive with a level 5 from primary school but they are only level 5 in number, geometry and handling data. They lack understanding of links between different maths areas as these are taught in isolation.

10. Challenges in teaching mathematics Transition from GCSE to IB & A Level The pressure of getting a C grade in maths means schools put most experience teachers with C/D borderline pupils. Students are taught to pass exams instead of understanding the processes & enjoying& engaging with maths. A missing stage between GCSE maths and IB & A level. Algebraic concepts are weak and manipulation of algebra needs developing. More emphases needs to be put on problem solving and written communication.

11. Challenges in teaching Mathematics Time allocated to teaching maths - the maths syllabus is very comprehensive but seems to repeat the same concepts year after year. Teaching should be about developing understanding and teaching the topics in depth rather than width. The exam system - the two tiered exam systems seems unfair to very low ability students as it is very difficult to get C grade but the higher paper seems fair for the middle ability student. Higher ability students are not given enough challenge to manipulate algebra and develop skills they need for A Level or IB maths.

12. The new National Curriculum & new GCSE exams The new curriculum seems positive as it has more differentiation and integration - good for students who want to take maths at a higher level but for students who just want to get maths GCSE for Apprenticeships/University entry - there need to be a middle tier exam More curriculum time will be needed to cover the new syllabus – where will it come from? All students to study GCSE maths until they achieve a C grade….! GCSE is an inappropriate courses for many at this stage. An alternative programme needed

13. Challenges in teaching mathematics  Primary school teachers are rarely maths specialist and most will have only taken maths up to GCSE level  In secondary schools many maths teachers are not confident or expert enough to teach maths at A level or IB  There should be more opportunities for collaboration and a platform to share good pedagogy in teaching of mathematics concepts  CPD for maths teachers should involve planning together and observe teaching and learning & developing rich tasks to develop deeper understanding.

14. Facing up to the challenges  Recruiting the very best teachers  Well planned training & development for all staff  A whole school approach to literacy  Excellent pastoral care  Excellent learning support for those in need  Emphasis on middle leaders & effective teams  Emphasis on accountability for all – open classrooms, sharing good practice  Data used effectively to track pupils and to intervene appropriately  Involving pupils - pupils voice & involvement  All teachers are teachers of maths as they are all teachers of literacy….

15. Facing up to the challenges  IB introduced in 2008 (Only one Applied A level running alongside)  IBCC introduced 2011  International School Award  Curriculum Pathways suited to the needs of our pupils  Those in pathway 3 & 4 & 5 have additional English & Maths time  Good Careers education and preparation for work and/or university  NEET ((Not in Education of Employment) numbers are very low  Well planned interventions for those who are not making expected progress

16. An International Perspective – The IB Learner Profile

17. Where has all this got us?  Judged as a ‘good’ school (Ofsted March 2013)  50% 5A* to C grades (including English & Maths) in Summer 2013  90% 5A* to C grades  IB results just above International average  Attendance 95%  Only one NEET student in 2012  Staff & leadership who are never complacent & always striving to improve  No time to do all the other things we need to do as well as we should be doing them – no time for fun and experiencing new things

18. What can we do about it?  Keep calm and carry on  Do what is right for the youngsters in your school (remember your principles & values)  Think of all children as ‘your’ children & make sure admission & exclusion policies are not dumping children elsewhere  Do what we can to keep students & teachers & school staff positive and up-beat. They must feel like they have some control  Heads and teachers make things work – perhaps this is why the government keep changing things on a whim. We always make it work!