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Maths -
Maths -
Miss Tarbox & Miss Gay
Miss Tarbox & Miss Gay
Key strengths:
Consistency in coverage through all year groups using White Rose Maths scheme as the progression map.
Maths Subject Leaders completed 'Embedding' year through NCETM's Teaching for Mastery course - CPD sessions have been delivered to class teachers.
Trialled new approach to daily fluency sessions in Year 6 over a period of a half term - positive impact on arithmetic scores prior to 2022 SATs.
SATs results were above national average and improved from previous year.
Interventions for lowest 20% of mathematicians - pre-teach during Explorer afternoons.
Maths Online Programme (DoodleMaths) trialled across school and now purchased for the year.
Key Areas for Development:
Develop prioritisation for curriculum for each year group - 'Must' and 'Should'.
To ensure coverage of all topics, explore opportunities for maths curriculum skills to be completed in other subjects, i.e. statistics in science.
Continue Implementation of the mastery approach across the whole school.
New daily fluency approach to be rolled out to all year groups.
Continue to develop structure of lessons to ensure fluency, reasoning and problem solving are explicitly taught within each topic in maths.
Explore how to create a more positive attitude towards maths across the school.
Surveys Headlines
The data has been taken from the 2022/2023 children's survey.
The surveys showed that the percentage of students rating mathematics 3 or above has stayed the same when compared to the previous two academic years.
2021 - 78.53% rated maths 3 or above.
2022 - 79.74% rated maths 3 or above.
2023 - 79.41% rated maths 3 or above.
There has been a slight percentage increase in the number of children who say that maths is their favourite subject: 6.6% compared to 4.7% for the academic year.
However, there has also been an increase in the number of children who say that maths is their least favourite subject: 12.8% compared to 10.1% for the previous academic year. Majority of reasons given for this is that the children 'find it challenging' or ' it is boring because I don't get it'.
In the next academic year, need to explore children's attitude towards mathematics and how to make it more positive.
Pupil Book Study
Strengths:
Years 5 and 6 are following the same lesson structure to ensure fluency, reasoning and problem solving are being explicitly taught. Year 4 are mostly following a similar structure.
A range of representations are being used to support children's understanding of different topics.
Areas for development:
Develop Little Green Junior School moderation approach so that it follows White Rose Scheme.
To support with the above, Develop what WTS, EXS and GDS look like in maths for each year group.
Develop lesson structure for Year 3 & Year 4 to ensure fluency, reasoning and problem are being explicity taught.
Presentation within lessons
Learning Walks
Throughout this academic year, we have had many opportunities to do more detailed learning walks (Ofsted and hosting Teaching for Mastery meetings) alongside informal ones.
Strengths:
In all classes, teachers were using a maths mastery approach through whole class teaching.
In most classes, manipulatives are accessible as well as being used appropriately.
In most classes, teachers are using thoughtful questions to deepen understanding.
In all classes, lessons are structured to follow on from previous small step.
Areas for development:
Impactful and purposeful narrations in maths
'useful to know' sheets developed in all year groups.
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