Mathematics subject leader network meeting Autumn 2015 Jayne Spiller

Agenda Assessment updates – DfE and NCETM assessment of mastery materials Review of 2015 assessment data – what does it mean for my school? National data, local data and school data Review of Stanford University "Inspirational maths week" – did you get involved, what happened and would you do it again? How to engage parents with maths

Dog learns Gaelic in three weeks Selfies are killing more people than shark attacks The Queen has had more than 30 corgis during her reign

Family engagement The effect of parental involvement at home was stronger than that of either socio-economic status or parents' level of education From The impact of parental involvement, parental support and family education on pupil achievement and adjustment (Desforges and Abouchaar, 2003)

Family engagement Parents who were viewed as ‘hard to reach’ often viewed the school as ‘hard to reach’. Professor Alma Harris and Dr Jane Goodall Perhaps the single most important thing that parents can do to help their children with maths is to pass on a positive attitude. Tanya Byron, Clinical Psychologist

Guess the percentage parents who cite work commitments as the main barrier to engaging with their child's learning. parents who were confident that their involvement would help their children at school. parents who felt confident in helping with homework. parents who reported they did not understand their children's school work. (Review of best practice in parental engagement - Department for Education 2010)

New from NCETM Calculation guidance 15 sections One section per pair to read and discuss. 3 sections per table to share discussions Feedback as a group – implications for me as a teacher and me as a subject leader

NCETM assessment of mastery Available for Y1 to Y6 Their definition of mastery Questions/ problems to ask/ do with children for mastery and mastery with greater depth How can these materials be used?

2015 data EYFS GLDKS1 MathsKS2 RWMKS2 Maths Worcs LA66.5% L % L2b+ 82.1% L % APS 16.5 L4 + 76% L4b+ 65% L5 22% 2LP 87% 3LP 30% L4+ 84% L4b+ 72% L5 + 38% APS 28.5 National66.3% 34 points most common score = at expected in every goal L2+ 93% L2b+ 82% L3+ 26% L4+ 80% L4b+ 69% L5+ 24% 2LP 90% L4 +87% L4b+ 77% L5+ 42% 2LP 90%

Assessment updates – In-school formative assessment – used by teachers day-to-day to evaluate pupil learning and tailor teaching accordingly; – In-school summative assessment – enables schools to evaluate how much children have learned by the end of a teaching period; – Nationally standardised summative assessment – used by the government to hold schools to account.

Caution recommended over use of external assessment systems. Such systems should not: – Reinvent levels; – Inappropriately jump to summary descriptions of pupils' attainments; – Overburden teachers with recording or data management; – Drive a schools' policy and approach to assessment; In addition, tracking software which has been used widely for measuring progress with levels, cannot and should not be adapted to assess a curriculum that recognises breadth and depth as opposed to linear progression.

It should not be necessary for schools to conduct and record in-school summative assessment for monitoring purposes more than once a term and that Ofsted does not specifically require this either.

2016 SATs, Ofsted and external assessment system Sample 2016 tests and mark schemes – how to use them and how not to use them Interim arrangements – what does this mean? School assessment systems Kangaroo maths assessment (external assessment system) ssessKS3 ssessKS3

Floor targets from 2016 KS2 floor standards From 2016, progress in primary schools will either be reported from the reception to the end of Key Stage 2, or from KS1 to KS2, whichever is better for the school. Schools will need to use an approved reception baseline assessment to enable this.approved reception baseline assessment

Primary schools will be above the floor standard if they meet either the progress or attainment measure. the progress or attainment measure Progress: to meet the progress measure, pupils must make sufficient progress in reading, writing and maths between reception and the end of KS2. Attainment: to meet the attainment measure, 85% or more of pupils must meet the new expected standard in reading, writing and maths by the end of KS2. This means achieving at least 100 in both reading and maths tests, and being assessed by their teacher as reaching the new expected standard in writing. For schools that choose not to use an approved baseline assessment for pupils starting from 2016, the floor standard will be based on attainment only.

Expected progress between KS1 and KS2: 2015/16 From the 2015/16, all pupils will be assessed under the September 2014 National Curriculum. This assessment system will not use the system of levels or average point scores. KS1-KS2 progress will be calculated as a value added (VA) measure. The precise level of ‘sufficient progress’ will not be set until the first KS2 are sat under the 2014 National Curriculum in summer ‘sufficient progress’

Coasting schools Judged after 2016 assessment data onwards Consider performance over a 3 year period Includes 2014 and 2015 data and 2016 data – Old measures (based on SAT levels and national standards in 2014, 2015 ie < 85% at L4 for RWM and < average expected progress from KS1 to KS2) – New measure 85% children achieving the expected standard in RWM – The precise level of ‘sufficient progress’ will not be set until the first new KS2 tests are sat in summer 2016.

Have you been involved? A week of inspirational maths (Stanford Uni) World education games (maths day) Outstanding teaching programme Cluster/ pyramid meetings Teaching schools GLOW maths hubs – Jo Boaler growth mindsets – Teach meets – CPD events

What’s next? Your CPD requirements (subject leaders) Your teachers’ CPD requirements