Mathematics Subject Leaders Meeting

ManchesterSpring Term 2008

Children’s Services

Manchester Education Partnership

Introduction and agenda

• Progress and priorities• EYFS• Quality Maths Teaching• Guided Learning in Mathematics• Updates• Maths Recovery• Role of the Subject Leader

Aims and objectives

• Update subject leaders on PNS developments on mathematics • Leadership• Assessment• Pedagogy• Targeted intervention

Progress and priorities in Mathematics

Looking at data

Where are your pupils at?How do you know?

Where are they coming from?How do you know?

Looking at data

Are any pupils at risk of not making 2 full levels of progress in mathematics during KS2?How do you know?Are any pupils at risk of not reaching Level 4 in both English and mathematics?How do you know?

The ‘stickmen’ from Raiseonline

The ‘stickmen’ from Raiseonline

• What would your Y6 chart look like now?

• What do you need your chart to look like by the end of the year?

Mathematics Curriculum

• Are there any areas of the mathematics curriculum which pupils have difficulty with?

• How do you know?

• What are your plans to address these?

An introduction to The Early Years Foundation Stage Setting the standards for learning, development and care

for children from birth to five

=

EYFS brings these documents together…

What is in the pack ?How does it help practitioners meet the EYFS aim?

Achieving the aim

The EYFS will achieve this aim by:• Setting standards• Promoting equality of opportunity• Creating a framework for partnership

working• Improving quality and consistency• Laying a secure foundation for future

learning and development

The practice guidance

• Meeting diverse needs• Partnership working• Flexible provision• Play• Quality improvement • Transition and continuity• Learning and development requirements • Observation, assessment and planning • Safeguarding and promoting

children’s welfare • Staffing arrangements including ratios

This booklet covers some key aspects of meeting the requirements in the statutory framework.

00106-2007CDO-EN | © Crown copyright 2007 | 9

The Early Y

ears Foundation Stage

A Principled Approach

Theme: Learning and DevelopmentPrinciple: Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected.

Theme: A Unique ChildPrinciple : Every child is a competent learner from birth who can be resilient, capable, confident and self-assured

Theme: Positive Relationships Principle: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Theme: Enabling EnvironmentsPrinciple: The environment plays a key role in supporting and extending children’s development and learning.

Ages and Stages

Birth to 11months

8 to 20months

16 to 26months

22 to 36 months

30 to 50 months

40 to 60 +months

Problem Solving, Reasoningand Numeracy

Requirements• Children must be supported in developing their

understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

Aspects of Problem Solving, Reasoning and NumeracyProblem Solving, Reasoning and Numeracy is made up of the

following aspects:

• Numbers as Labels and for Counting - is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems.

• Calculating - is about how children develop an awareness of the relationship between numbers and amounts and know that numbers can be combined to be 'added together' and can be separated by 'taking away' and that two or more amounts can be compared.

• Shape, Space and Measures - is about how through talking about shapes and quantities, and developing appropriate vocabulary, children use their knowledge to develop ideas and to solve mathematical problems.

CD Rom

Weblinks

Early Years Foundation Stage• http://www.standards.dcsf.gov.uk/eyfs/site/index.htmPrimary Frameworkshttp://www.standards.dfes.gov.uk/primaryframeworks/foundation/MEWAN – Buzzy Beehttp://www.mewan.net/eyfs/

EYFS key messages

• EYFS is for every child • EYFS principles are the starting point for

effective practice • EYFS builds on what practitioners already do well. • EYFS brings learning and welfare requirements

together • EYFS supports continuity and coherence for

all children

Coffee break

Learning and Teaching in Mathematics

Session• Renewed Framework• Pitch and Expectation• Guided Group Work

Mathematics Framework

• How and when did you introduce the framework?

• Are staff confident at navigating the E-Framework?• Are staff aware of what is available on

MEWAN?• Positives and Negatives• Next steps / ideas

Pitch and Expectations

• What is it?• Where do you find it?• Have you used it?

Pitch and Expectations

ActivityLook at the objectives• Discuss the types of activities you would

expect to do/see to meet these objectives

• Compare how the Pitch and Expectation examples relates to your activities

Guided Learning

• Pyramid Example

What is the purpose of guided Mathematics?Working with the guided groups, the teacher isproviding opportunities, in this case, to:• extend work by linking it to class work;• provide opportunities to challenge children further;• provide opportunities for planned talk and use of correct

mathematical language to explain their reasons and rehearse their arguments;

• follow a line of enquiry based on patterns children have noticed;

• allow children to work collaboratively• support learning, after observation through key questioning;• provide opportunities to reflect on and refine their reasoning;• involve all pupils throughout the session.

Aspects of learning

• Discuss which aspects of learning were being addressed through the Guided Mathematics Session

Guided mathematics in the classroom - implications

As a class teacher;

• When should guided sessions happen?• Who should get what/when?• What issues might there be?

Implementation of guided Mathematics

As a Subject Leader;• How and when would you implement this

within your school?• What support would staff need?

Lunch

Updates and Maths Recovery

National Annual Plan 2008-09

Context:Williams reviewEvery Child CountsCurriculum reviewNew targetsEYFS becomes statutoryChildren’s plan

National Annual Plan 2008-09

Progression and assessmentClarifying progression between and across Units in

FrameworkPDMs to develop understanding of progression and AfL

practices in schoolsVideo materials that align planning and assessment

processes through FrameworkDevelop guidance on day-to-day and periodic

assessment linked to Assessing Pupils’ Progress (APP) process

National Annual Plan 2008-09

PedagogyStrengthen planning using the FrameworkDevelop guidance and materials to support guided

group work in mathematicsTeaching guidance - mental, reasoning and

communication skills in mathematicsRepurpose problem solving, models and images

materials

National Annual Plan 2008-09

InterventionExtend range of level-by-level materials to include L4 to

5 and FS to L1Develop guidance on use of materials for teachers and

teacher assistantsProduce in-school CPD packages on strengthening

progress for all childrenWork with partners on developing ECC

National Annual Plan 2008-09

Leadership• Continue to develop Continuing Professional

Development (CPD) programme for Headteachers• Guidance on leading improvement in AfL• Strengthen subject leadership, develop Professional

Development Meetings (PDM)s for Senior Leaders (SL)s to use in schools

• Guidance on and examples of implementation of collaborative classroom-focused CPD

Public Service Agreement (PSA) Agreement 10

Raise the educational achievement of all children and young people

Indicator 1: Early Years Foundation Stage attainment

Indicator 2: Proportion achieving Level 4 in both English and mathematics at Key Stage 2

PSA Delivery Agreement 11

Narrow the gap in educational achievement between children from low income and disadvantaged backgrounds and their peers

• Indicator 1: Achievement gap at Early Years Foundation Stage

• Indicator 2: Achievement gap between pupils eligible for free school meals (FSM) and their peers achieving the expected levels at Key Stages 2 and 4

• Indicator 3: Proportion of pupils progressing by two levels in English and mathematics at each of Key Stages 2, 3 and 4

• Indicator 4: Proportion of pupils in care achieving Level 4 in English and Level 4 in mathematics at Key Stage 2

EMA targets

• For each of these indicators LAs will be required to provide a breakdown by minority ethnic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage

EYFS Target for 2011 2005 2006 2007 2008 2011 target

The percentage of children achieving a

good level of development

48% 44% 45% N/A2008 result+4%pts

Closing the gap N/A 38% 37% N/A 2008 result -3%pts

2011 PSA targets (EYFS)

2011 PSA targets (Primary)

Key Target Subject 2007 2009 2011 2007 - 2011

Stage type   result milestone target improvement

KS2 Progress En 83% 88% 92% +9%

KS2 Progress Ma 76% 82% 87% +11%

KS2 Attainment En & Ma 71% 75% 78% +7%

Proportion of pupils achieving Level 4+ in both English and mathematics (KS2 2006) by entitlement to FSMs

52

74

0

10

20

30

40

50

60

70

80

Entitled to FSMs Not entitled to FSMs

% P

upils

Every Child CountsAims• To enable the lowest attaining children to make greater progress

towards expected levels of attainment in mathematics, catch up with their peers and achieve level 2B or better by the end of KS1, so putting them on course for further success in the subject at school and beyond.

• To provide, from the academic year 2010 to 11, intensive support in mathematics to 30, 000 Year 2 children annually.

• To build capacity and expertise in regions, LAs and schools so there is system wide provision of intensive support for mathematics to targeted groups of underperforming children in KS 1 and early KS 2.

• To improve leadership of mathematics and intervention in LAs and schools through the establishing, capturing and sharing of good practice in mathematics assessment, teaching and targeted intervention.

Primary Framework – future work• Provide map of mathematics section of Framework• Guidance on planning for mixed-age classes• Identify assessment opportunities within Unit learning

overviews• Relate objectives to strands• Restructure Units in response to feedback• Develop CPD area• Extend range of resources in library• Incorporate vocabulary into EYFS Units• Update ICT notes

Local Updates• Networks – year 1,3,5• Level 3 – 4 year 6 training

• 140+ attendees• MEWAN

• Long term overview• Strands and objectives excel document• Maths facts leaflets• Parents’ leaflets revised

• Maths Recovery

The Mathematic

s Recovery

Programme

Aims

• To become more familiar with the Maths Recovery

What is Maths Recovery?• Early intervention programme• Is essentially a short term intervention

programme• Identifies children who are at risk of failure in

mathematics• Provides specialist MR teachers with an

intervention programme that enables them to advance children to a level at which they can be successful in the classroom situation

Developed by Professor Bob Wright at Southern Cross University,New South Wales, Australia

Maths Recovery – Key Principles

• Assessment by diagnostic interview which is videotaped

• Assessment of able and less able children across the four operations

• Early Intervention: Pupil profiles and Individual Education Plans

• Application of assessment and teaching to the classroom setting

• Professional development: leading to confident, knowledgeable staff in early numeracy to provide support for and in schools?

Overview of Mathematics Recovery Programme

1.1 Early Arithmetic Strategies 1.2 Base Ten and Advanced Arithmetic Strategies 2.1 Early Grouping: Structuring Numbers 1 to 10 2.2 Advanced Grouping: Structuring Numbers 1 to 20 3.1 Early Multiplications and Division 3.2 Advanced Multiplication and Division

Areas of Assessment• Forwards counting (up to 100 / up to 30 / up to 10)• Number after• Number identification• Number recognition• Backward counting (within 100 / within 30 / within 10)• Number after• Sequencing numbers Additive task (both screened /

first collection screened/ unscreened)• Missing Addend : 4 + ( ) = 6

Assessment 1.1

Principles of Teaching Activities

• The teaching approach is inquiry based solving problems involving the child in thinking hard on challenging tasks

• informed by the comprehensive assessment• The teacher can plan to take the child to the new learning which is

within their grasp• selecting from a bank of teaching activities• The teacher understands the pupils numerical strategies and

deliberately engenders the development of more sophisticated strategies

• Teaching involves intense ongoing observation by the teacher and continual micro adjusting or fine tuning of the teaching

• The teacher provides the child with sufficient time to solve a given problem

Stages of Learning

• Emergent • Perceptive• Figurative• Abstract• Facile

The Emergent ChildAn Emergent child is;• Not able to count a collection of counters, for example 13 or 18

counters• Not be able to count on from one but not able to say immediately the

number word after a given number in a range of one to ten• Has difficulty counting backwards • Unable to say the number before a given number• Able to recognise some but not all numbers 1-10 (might be able to

recognise 1-5 / confuse numerals such as 6 and 8)• Able to recognise some but not all regular spatial patterns ( will try to

count the dots)• Able to make finger patterns corresponding to the numbers from 1 to 5

The Emergent Child - Development

• Strengthening forward number word sequence in the range 1 to 20

• Strengthening backward number word sequence in the range 1 to 10

• Extending number recognition and identification and numeral sequence

• Extending spatial and finger patterns for numbers in the range one to five

Teaching the Emergent Child – Key activities

Counting - forwards, backwards, number before, number after

• Copying and saying the numbers• Saying alternate numbers• Carry on the count• Flash a number say_____• Number cards in order• Random number cards to order

• Number cards for recognition• Numeral track all seen—begin to

screen• Counting items• Give me ? Counters• Counting in a row• Counting items of 2 colours

collections in a group and in rows

Teaching the Emergent Child - Finger Patterns

• Using two hands children need to partition numbers• Can be used as a brain break activity ‘ show me 5’• Fingers are good for a lot of calculation1-5 then 1-10• Watch me and repeat• Lets do it together• Throw a number• Bunny’s ears• Double patterns in front using 2 hands• Using fingers to keep track drop the cubes

Coffee break

Role of the Subject Leader

Aims

• To continue to develop an understanding of the role of the Mathematics Subject Leader

Audit your subject area

• 4 key areas• Questions to consider• Evidence• ACTION?

• Who is this information for?

Yearly Time line

• What happens and when in your school• What information is collected?• What assessments are carried out?• What monitoring is required?• What transition arrangements are in

place?• Are they efficient, effective and well

organised?