Observations from Estyn

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Presentation transcript:

Observations from Estyn Rob Davies, HMI 24th year working education 3rd year as HMI with Estyn. Lead for Maths/Numeracy Prior to Estyn worked for 7 years in local authorities - school improvement & maths adviser work 14 years teaching in schools, 6 years HoD Maths & IT

Mathematics GCSE Data Percentage of pupils attaining grade C+ England/Wales 12.5% 10.5% 6% 8% 5% (a) England 2014 provisional & different methodology now applied

Mathematics GCSE Data GCSE 2014 grade distribution England/Wales

Mathematics Data KS3 level distribution England/Wales 2012

What factors contribute towards good mathematics teaching and learning? Estyn’s evidence base Annual report 2013, 2014 & inspections 2010-2014 Mathematics thematic surveys (KS4 and soon KS3) Numeracy in KS2&3 thematic surveys (Years 1&2)

What does good teaching look like? Subject knowledge High expectations Activities that help pupils to consolidate & extend learning and practice skills Pupils are put through their paces

What does good teaching look like? Differentiation Assessment is integral Effective stimulating resources Develops pupils’ responsibility for their own learning

What does good assessment look like? In class assessment, monitor progress, address misconceptions & set challenge Range of effective questioning skills Regular review points through programme of study Put the onus on pupils to keep skills levels and understanding up

What does good leadership look like? Status of maths in school is strong Set high expectations for pupils of all abilities Ensure the building blocks are in place Focus on the day-to-day quality of teaching and learning

What does good leadership look like? Stability - not a lot of chopping/changing & quick fixes High levels of accountability Focussed self-evaluation – data/lessons/books Plans are based on findings from self-evaluation

Good leadership & maths teaching develops Conceptual understanding Impact of good leadership & teaching Good leadership & maths teaching develops Procedural fluency Conceptual understanding

Impact of good leadership & teaching Accountability Strong curriculum design Effective teaching & resources Beneficial assessment, summative & formative

What happens when we get it wrong?