Professional development Vision and aims Self-evaluation Professional development Curriculum and lesson planning Learning environment and resources Managing the budget Assessment Liaison with SLT Improvement planning

Encourage all staff to feel valued through acknowledgement, support and praise Have an expectation that all staff are developing an aspect of their practice and support them in this Ensure that the performance management process links to the Departmental Improvement Plan Identify professional development needs in the Departmental Improvement Plan Consider performance management outcomes and departmental self-evaluation when deploying staff Take account of individual wishes and departmental needs when deploying staff Use quantitative and qualitative impact measures to monitor and evaluate the deployment of teachers and additional adults Use different types of evidence to establish an accurate picture of the current mathematics provision Analyse data against national, local and historical measures, considering both attainment and progress Analyse data to give information about the performance of groups of students and also about areas of the curriculum which need to be developed Use the information gathered to feed directly into the Departmental Improvement Plan Involve a range of stakeholders (e.g. pupils, TA’s, parents and governors) in the evaluation Where evidence points to the need for further investigation, ensure that this results in some focused teacher enquiry and classroom-based research Base on deep-seated beliefs which will remain constant despite changes in educational organisation Include statements about the place of mathematics in the curriculum, its importance for all and a vision for the teaching and learning of mathematics in the school Generate as a result of departmental discussion Make it short and concise Use language that is clear and easily understood Articulate the importance of mathematics in a wider context beyond the school and the classroom Describe what classroom activity (in terms of teaching and learning) should look like Describe outcomes for learners in the school Specify the budget in terms of two elements; one which is dedicated to consumables (e.g. textbooks and stationery) and the other to resourcing developmental needs of staff (e.g. teaching and learning projects, peer observation, joint planning, etc.) Allocate funding strategically in order to support the priorities in the Departmental Improvement Plan Link funds to specified actions within the Improvement Plan so that the budget is a tool which services the needs of the plan Ensure that the budget is regularly reviewed to check that the needs of the school are being met Provide for regular liaison between the subject leader and the school’s finance officer Enhance corridors and classrooms with stimulating displays which reflect the ethos of the department Have classroom displays that are continually evolving to reflect current learning Employ resources to drive a change in teaching and learning in the department and the needs of the development plan List resources in the scheme of work with suggestions for their use and staff’s experiences of them Consider the most appropriate layout of the classroom to support effective learning Allocate rooms to ensure that recently qualified and peripatetic staff are located close to more experienced staff who can offer support and advice Have a Long Term Plan which clearly states an expected pathway of progression across the Key Stage broken down into a yearly plan Have a Medium Term Plan which links clearly to the long term-plan, makes clear what is to be taught and when, and is based on prior attainment rather than the year group pupils are in (more here) Have a Short Term (lesson planning) process which links clearly to the medium term-plan, makes it clear what is to be taught, and encourages the teacher to plan a sequence of lessons rather than ‘standalones’ (more here) Ensure all planning processes reflect the department’s vision and national priorities Relate to the whole-school improvement plan Have clear sections for each development area which relate to the department’s self-evaluation Have a mixture of short term achievable actions and long term changes of culture Provide detail about each area which makes clear: what is to be done who will lead or manage it what the timescale for the activity is what funding is available what monitoring activities are in place to help check that developments have been successful how the department will know when it is done and has been successful Ensure the process is regularly reviewed / refined Are SLT part of the process that creates the Departmental Improvement Plan? Is there regular contact with SLT, allowing them to monitor and support in a strategic and structured manner, ensuring that the department is in line with whole-school and national developments? Does the line manager act as a critical friend? Are there planned regular meetings that encourage a supportive and challenging dialogue between the Subject Leader and SLT? Does the SLT encourage and acknowledge the expertise of the subject leader and expect them to propose and develop new initiatives? Is there commitment to support the subject leader with driving improvements in mathematics? Have a policy which clearly explains the principles behind assessment and the distinction between day-to-day, periodic and transitional assessment Clarify the link between assessment, tracking and reporting Include a blend of formative and summative approaches Include students in the assessment process Ensure that assessment informs classroom practice Ensure that policy reflects the school’s approach and builds on the department’s vision Use a tracking tool informed by good classroom assessment showing what students can and cannot do Allow for periodic snapshots of a cohort of pupils to be made in order to inform future intervention strategies