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Subject leadership Maths

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Presentation on theme: "Subject leadership Maths"— Presentation transcript:

1 Subject leadership Maths

2 Introduction: The current context: The new Ofsted Framework
The new National Curriculum Academies and Free schools Expectations for performance management

3 Objectives for the day:
To understand current developments and how they will affect your school To understand Ofsted expectations and the evaluation schedule. Put in place effective monitoring and evaluation To be more confident in carrying out lesson observations To set a strategic decision making vision for your subject (including action planning)

4 How did you get the job of maths SL?
Who are we? How did you get the job of maths SL? How are you qualified for the role? What training have you had? How much time do you have for the role? What other responsibilities do you hold?

5 A quick investigation: Explore Can you find a pattern?
Can you record the pattern? Does your solution work if the number of pads changes?

6 Which skills did you use? How could you develop the activity further?
Evaluation: Which skills did you use? How could you develop the activity further?

7 New Ofsted Framework - Good
Key leaders and managers consistently communicate high expectations and ambition. They model good practice and demonstrably work to monitor, improve and support teaching, encouraging the enthusiasm of staff and channelling their efforts and skills to good effect.   Planned actions based on accurate self-evaluation to overcome weaknesses have been concerted and effective. As a result, achievement has improved or consolidated previous good performance. The school’s curriculum provides well organised, imaginative and effective opportunities for learning for all groups of pupils

8 RAISEonline – what do you need to know?
A walk through to look at the key headlines A reminder about the language used: Standards = attainment Progress measures include Value Added, exceeding or meeting expected progress Achievement (over time) includes attainment + progress and includes: Historical data, current data, evidence from books, lesson observations Key groups include SEND, FSM, Gender, EAL, ME Don’t forget pupil premium So what has this got to do with science? What data do you hold about science?

9 Assessment in Maths? The National Archives for standards files. See This also contains a variety of other resources that are useful. What do you do in your schools? How does assessment inform planning?

10 New Ofsted Framework. A few questions:
How do you ensure that all subjects contribute towards the development of skills in reading, writing and mathematics? How does your subject contribute towards the development of SMSC? What has been your impact as a leader on improving outcomes for all groups of pupils? Which group of pupils presents the most significant challenge in your school? How have you contributed towards improving the overall quality of teaching (as a leader)? How does your current data differ from historical data?

11 Look at your action plan
Be critical Does it address the answers to the questions? Does it address priorities in data analysis? Does it focus on high impact activities? Is there a time scale for the completion of tasks? Do success criteria provide measurable outcomes? Does it include a monitoring activities

12 Balance – Leadership and Management Collecting Evidence
Managing Time Balance – Leadership and Management Collecting Evidence Focusing on Key Questions Planning monitoring to fit into the school calendar

13 Monitoring? Be Systematic!
You can spend a lot of time doing lots of stuff and achieving very little. Ask yourself: What do I know now that I did not know before? Use Evidence: I know this to be true because Not, I think this is true because

14 Monitoring –starter questions 1
What are the standards for each cohort/group? Progress (as above) What is the quality of teaching in Maths? What is the quality of the curriculum for Maths? How is assessment used to inform teaching and learning in maths across the curriculum? How good is teacher/TA subject knowledge? How effectively do resources support learning?

15 Monitoring –starter questions 2
How does homework support maths? Do children enjoy maths? Is this consistent across the school? Do teachers enjoy teaching maths? How is maths subject expertise shared/used? How much time is spent on practical activity? What proportion of maths is worksheet based? How is the curriculum enhanced by visits and visitors?

16 Monitoring –starter questions 3
Do children know what they need to do to improve? Can children demonstrate that they have used marking to improve their work? How does the environment support children in reinforcing concepts or methods? How are the school’s grounds used to support maths? How effectively are speaking and listening skills used to develop mathematical understanding? How is information from the foundation stage used?

17 Monitoring –starter questions 4
What happens if children are identified as underachieving? Is there intervention for children who are underachieving? What is the impact of support staff in maths? How do governors know about the impact of your work? How well do children use mathematical vocabulary? Is there a plan to develop vocabulary?

18 Monitoring Activities
Lesson Observation Work Scrutiny Data Analysis – this could include gap analysis Planning Scrutiny Climate Walk Pupil Interview/perceptions Staff perceptions (this is often forgotten) Focus groups What are the pros and cons for each activity?

19 An Approach to Monitoring
Identify a question? Identify the evidence needed to answer the question? Design a monitoring activity Complete the monitoring activity Evaluate the evidence Identify a next step (this often leads to another question.....) Now have a go! Make it specific to your school.

20 Evidence Data Lesson Observation
Work Scrutiny Pupil perception Planning review Gap Analysis

21 A few monitoring forms Work evaluation sheet 5 whys Subject PIB
SL Monitoring Basic Skills SL Interview

22 What does an outstanding maths lesson look like?
Lessons: What does an outstanding maths lesson look like? What does the Ofsted lesson look like? What are the non-negotiables in your school?

23 Look at the criteria for teaching:
Task: Look at the criteria for teaching: Where will the evidence for each criterion come from? Key Question – What do you want to find out from the lesson observation?

24 Look for cause and effect Evaluate engagement of different groups
Lesson Observation: Look for cause and effect Evaluate engagement of different groups Evaluate the level of challenge Check children’s understanding Avoid tick box observation. Not is something happening but is it working? Focus on impact Don’t forget the Ofsted myth

25 Triangulation Work Data Lesson Cause and Effect Pupils Support
Teaching over Time Data Triangulation Cause and Effect Pupils Support Questioning Adaptation Progress Quality of marking Expectations Consistency Differentiation Cohort Class Groups Individuals

26 Ofsted Criteria – For Good
Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support make good progress and achieve well over time. Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve. Reading, writing, communication and mathematics are taught effectively.   Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. Effective teaching strategies, including setting appropriate homework and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.

27 Ofsted Criteria – Inadequate
As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress. Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs. Learning activities are not sufficiently well matched to the needs of pupils. Pupils cannot: communicate; read or write; apply mathematics as well as they should.

28 The Draft National Curriculum for Maths Aims: Spoken Language:
The National Curriculum for mathematics reflects the importance of spoken language in pupils’ development – linguistically, cognitively and socially – across the whole curriculum. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure pupils build secure foundations by using discussion to probe and remedy their misconceptions

29 The Draft National Curriculum for maths Curriculum:
Each Programme of Study is set out year-by-year in mathematics. All maintained schools are only required to teach the Programme of Study by the end of each key stage. Within each key stage, maintained schools therefore have the flexibility to introduce content earlier or later than set out in the Programme of Study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for mathematics on a yearly basis and make this available online.

30 The Draft National Curriculum for maths – KS1
The teaching of mathematics in Key Stage 1 should ensure: pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (concrete objects, measuring tools, etc) develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

31 The Draft National Curriculum for maths – KS1
The teaching of mathematics in Key Stage 1 should ensure: By the end of Year 2, pupils should know the number bonds to 20 and be precise in their use and understanding of place value. An emphasis on practice at this early stage will aid fluency. pupils read and write mathematical vocabulary, consistent with their increasing phonic knowledge at Key Stage 1.

32 The Draft National Curriculum for maths – KS2
The teaching of mathematics in Lower Key Stage 2 should ensure: pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.

33 The Draft National Curriculum for maths – KS2
The teaching of mathematics in Lower Key Stage 2 should ensure: they can use measuring instruments with accuracy and make connections between measure and number. By the end of Year 4, pupils should have memorised their times tables up to and including 12 times table and show precision and fluency in their work. Ensure pupils read and spell mathematical vocabulary correctly and with confidence, using their growing knowledge of spelling patterns and rules.

34 Useful resource for maths...........

35 What will you need to do next?
Action Planning Monitoring Plan Check SDP priorities

36 Plenary and next steps for the school.

37 What do you want to cover next? Moderation MOS Investigation
Assessment Calculation etc

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