Mathematics Subject Leaders Meeting

1. Mathematics Subject Leaders Meeting Manchester Spring Term 2008 Children’s Services Manchester Education Partnership

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

3. Aims and objectives • Update subject leaders on PNS developments on mathematics • Leadership • Assessment • Pedagogy • Targeted intervention

4. Progress and priorities in Mathematics

5. Looking at data Where are your pupils at? How do you know? Where are they coming from? How do you know?

6. 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?

7. The ‘stickmen’ from Raiseonline

8. 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?

9. 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?

10. An introduction to The Early Years Foundation Stage Setting the standards for learning, development and care for children from birth to five

11. = EYFS brings these documents together…

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

13. 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

14. The practice guidance This booklet covers some key aspects of meeting the requirements in the statutory framework. • 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

17. Ages and Stages 16 to 26months Birth to 11months 8 to 20months 22 to 36 months 30 to 50 months 40 to 60 +months

18. 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.

19. Aspects of Problem Solving, Reasoning and Numeracy Problem 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.

20. CD Rom

21. Weblinks Early Years Foundation Stage • http://www.standards.dcsf.gov.uk/eyfs/site/index.htm Primary Frameworks http://www.standards.dfes.gov.uk/primaryframeworks/foundation/ MEWAN – Buzzy Bee http://www.mewan.net/eyfs/

22. EYFS key messages • EYFS is for every child • EYFS principles are the starting point foreffective practice • EYFS builds on what practitioners already do well. • EYFS brings learning and welfare requirements together • EYFS supports continuity and coherence for all children

23. Coffee break

24. Learning and Teaching in Mathematics Session • Renewed Framework • Pitch and Expectation • Guided Group Work

25. 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

26. Pitch and Expectations • What is it? • Where do you find it? • Have you used it?

27. Pitch and Expectations Activity Look 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

28. Guided Learning • Pyramid Example

29. What is the purpose of guided Mathematics? Working with the guided groups, the teacher is providing 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.

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

31. 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?

32. Implementation of guided Mathematics As a Subject Leader; • How and when would you implement this within your school? • What support would staff need?

33. Lunch

34. Updates and Maths Recovery

35. National Annual Plan 2008-09 Context: • Williams review • Every Child Counts • Curriculum review • New targets • EYFS becomes statutory • Children’s plan

36. National Annual Plan 2008-09 Progression and assessment • Clarifying progression between and across Units in Framework • PDMs to develop understanding of progression and AfL practices in schools • Video materials that align planning and assessment processes through Framework • Develop guidance on day-to-day and periodic assessment linked to Assessing Pupils’ Progress (APP) process

37. National Annual Plan 2008-09 Pedagogy • Strengthen planning using the Framework • Develop guidance and materials to support guided group work in mathematics • Teaching guidance - mental, reasoning and communication skills in mathematics • Repurpose problem solving, models and images materials

38. National Annual Plan 2008-09 Intervention • Extend range of level-by-level materials to include L4 to 5 and FS to L1 • Develop guidance on use of materials for teachers and teacher assistants • Produce in-school CPD packages on strengthening progress for all children • Work with partners on developing ECC

39. 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

40. 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

41. 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

42. 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

43. 2011 PSA targets (EYFS)

44. 2011 PSA targets (Primary)

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

46. Every Child Counts Aims • 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.

47. 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

48. 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

49. The Mathematics Recovery Programme

50. Aims • To become more familiar with the Maths Recovery