Raising Attainment or ..

1. Raising Attainment or��.. What has worked in Primary maths so far? By Caroline Lee

2. Where to Start? Diagnose the problem. Self evaluation grid which breaks down the areas of subject leadership focus: 1. Establishing priorities. 2. Continuing to improve teaching and learning. 3. Management and deployment of resources. 4. Professional development into practice.

3. How to use the grid. The stages of continuum represented on the grid are: 1. Focusing � the beginning of the process, where we are now. 2. Developing � starting to address key areas but still more input needed. 3. Establishing � start of embedding good practice but some issues still outstanding. 4. Enhancing � all issues embedded into whole school practice.

4. What we did next? Full backing of senior management: Meetings to discuss monitoring, book and planning trawls. Priority 1.1 Writing an achievable action plan. Listening to staff concerns and morale. Yelling help to the Local Authority.

5. Introducing the Calculation Pathways 1 document for the 4 operations. Each section shows a single method for each stage of progression (denoted by year groups but may be used by higher or lower ability) Document finalised through consultation with all staff. Help to staff morale.

6. ISP TARGETS(Intensive Support Programme)

7. Layered Targets

8. Staff Morale A very big consideration. Making sure changes are at their pace and not over powering � and there were a lot. Providing support where it is needed Target setting Planning Resourcing

9. CPD Opportunities Through support of the LEA � a structured programme of Professional Development Modules completed each year by the whole school. Being aware of individuals need for CPD either for subject knowledge or classroom development. Providing support either in phases, year groups or individuals as and when required.

10. The Renewed Framework More change for the poor teacher. Burden or changes for the better? Changes for the better which have been embraced by the whole school. The staff have the confidence to plan and evaluate using assessment for learning techniques.

11. Classroom Practice �Mathematical understanding should be developed through stories, songs, games and imaginative play. � (Primary Framework - EYFS) Key concepts carry on throughout the school meaning more effective deployment of resources and appealing to more learning styles. For instance��.. Fun algebra??????

12. Where are we Now? No quick fix. RAP review meetings. Part of the ISP programme Half termly reviews Termly writing of the review and action plan for work still to be done. Analysis of data.

13. Interventions Specialist teachers introduced. Effective deployment of additional staff including further training where appropriate (Numicon, Wave 3). Use of the intervention programs throughout key stage 2 from Wave 3 in Year 3 to Springboard 7 in Year 6.

14. What the Future Holds? Continued improvement in standards through using the embedded systems. Regular half termly assessment and review. Termly CVA scores to inform teacher levelling and under-performance. Enjoyment of maths throughout the whole school. Further CPD support as and when required.

15. Enthusiasm Of the subject leaders Of the staff to new ideas Of the children to enjoy their maths. For the feel good factor that comes with success!