1. Observations from Estyn
Rob Davies, HMI
24th year working education
3rd year as HMI with Estyn. Lead for Maths/Numeracy
Prior to Estyn worked for 7 years in local authorities - school improvement & maths adviser work
14 years teaching in schools, 6 years HoD Maths & IT

2. Mathematics GCSE Data
Percentage of pupils attaining grade C+ England/Wales
12.5%
10.5% 6% 8% 5%
(a) England 2014 provisional & different methodology now applied

3. Mathematics GCSE Data
GCSE 2014 grade distribution England/Wales

4. Mathematics Data
KS3 level distribution England/Wales 2012

5. What factors contribute towards good
mathematics teaching and learning?
Estyn’s evidence base
Annual report 2013, 2014 & inspections
Mathematics thematic surveys (KS4 and soon KS3)
Numeracy in KS2&3 thematic surveys (Years 1&2)

6. What does good teaching look like?
Subject knowledge
High expectations
Activities that help pupils to consolidate & extend learning and practice skills
Pupils are put through their paces

7. What does good teaching look like?
Differentiation
Assessment is integral
Effective stimulating resources
Develops pupils’ responsibility for their own learning

8. What does good assessment look like?
In class assessment, monitor progress, address misconceptions & set challenge
Range of effective questioning skills
Regular review points through programme of study
Put the onus on pupils to keep skills levels and understanding up

9. What does good leadership look like?
Status of maths in school is strong
Set high expectations for pupils of all abilities
Ensure the building blocks are in place
Focus on the day-to-day quality of teaching and learning

10. What does good leadership look like?
Stability - not a lot of chopping/changing & quick fixes
High levels of accountability
Focussed self-evaluation – data/lessons/books
Plans are based on findings from self-evaluation

11. Good leadership & maths teaching develops Conceptual understanding
Impact of good leadership & teaching
Good leadership & maths teaching develops
Procedural fluency
Conceptual understanding

12. Impact of good leadership & teaching
Accountability
Strong curriculum design
Effective teaching & resources
Beneficial assessment, summative & formative

13. What happens when we get it wrong?