Mathematics Subject Leader Network Meeting Autumn 2013

Making Change Matter Keeping informed- updates on National Curriculum and Ofsted New curriculum ready– are teachers ready? What to do and what’s available? Vulnerable learners and intervention Using networking to support you – the way forward

Keeping informed Aligning the main messages from key documents National Curriculum September 2013 NCETM new NC Current and changing Ofsted guidance Maths messages from Made to Measure Commonalities- what do we have to consider?

Ofsted In making a judgement about the quality of leadership and management in a school, inspectors will consider the extent to which leadership is able to contribute towards school improvement in the local or wider area. Inspectors will consider the quality and development of middle leadership, succession planning and development of future leaders in the school. The importance of schools seeking some form of external moderation for their judgements. All schools currently rated by Ofsted as being satisfactory overall (i.e previously inspected before September 2012) will be inspected during this academic year.

New NC assessment consultation Feedback by 11 th October “We are seeking views on how attainment in national curriculum tests should be measured and reported, where we should take a baseline to measure pupils’ progress, and proposals for how schools should be held to account, including through floor standards.”

New NC assessment consultation The department’s floor standards will focus on threshold attainment measures and value-added progress measures. Ofsted will focus their inspections more closely on schools just above floor standards, and inspect schools with good performance on these measures less frequently. We will set the key threshold attainment measure at a much higher level. All schools should aim for at least 85% of their pupils to reach the secondary ready standard. We will publish a wide range of attainment and progress data, both from national curriculum tests and teacher assessments, through the data portal.

New NC assessment consultation We would welcome views on the most appropriate point for a baseline to measure progress. We propose either retaining a baseline at the end of key stage 1 using end of key stage 1 national curriculum tests, or introducing a simple baseline check at the start of reception (making the EYFS Profile non-statutory).

New NC assessment consultation Statutory national curriculum tests at key stages 1 and 2 will continue. The first tests based on the new national curriculum will take place in summer The new national curriculum tests will be more demanding, with a higher and more ambitious expected standard. This will ensure that pupils who clear the bar are genuinely ready to succeed in secondary education. We propose to report national curriculum test results using a scaled score, and compare pupils against the national cohort by decile. In order to measure pupils’ progress, we will report how each pupil performs at key stage 2 compared to pupils with similar prior attainment.

New NC assessment consultation National curriculum levels will be removed and not replaced. From 2014, our new national curriculum will make no mention of levels. The new national curriculum programmes of study set out what pupils should be taught by the end of each key stage. Teachers will develop a school curriculum which is relevant to their pupils. Schools will be able to introduce their own approaches to formative assessment.

Teachers will continue to track pupils’ progress and provide regular information to parents. How they do so will be for schools to decide, suited to the curriculum they teach. We will not prescribe a single system for ongoing assessment and reporting. We will work with teaching schools, professional associations, subject experts, education publishers and external test developers to signpost schools to a range of potential approaches to identify and share examples of good practice for schools to draw upon.

New curriculum ready - Quality First Teaching What is this like in your school? Subject knowledge- audit NC ready not just the headlines of fractions, multiplication facts and algebra! New NC – progression in content NCETM subject knowledge self evaluation tool and online CPD focuses on pedagogy as well as subject knowledge Get QFT right and AfL right so reduce the need for intervention

Intervention Successful intervention is In the best cases, intervention strategies were used thoughtfully and in a short term focused way eg where a teacher pinpointed the specific difficulties of a group of children who then received additional support on those aspects of maths learning and so were able to access and engage with learning with their class

Intervention Intervention needs to be... Well understood by all involved Focused on addressing the learning gaps identified by AfL Sustainable (by pupils and by school) Responsive and strategic

Intervention – responsive, reactive or strategic? What is intervention like in your school? Intervention is not a tool to shore up weak teaching. Is your intervention plan fit for purpose? How and what do you monitor? How do you judge success or failure? Track a child’s experience of intervention Experiences from Middle Leader/SLT NCETM intervention

Vulnerable Learners Who are your vulnerable learners? How are they doing in maths? How is pupil premium used to improve mathematical experiences of identified children in your school? Is it working? How do you know?

Ways forward

Assessment and data What is your 2013 data telling you? Action plans - reflect on and evaluate what has worked well and what needs to improve Priorities for 2013 – 2014 DfE From 2014, if schools are below the threshold for more than one year, sponsored academy status should be considered

Possible plans Middle school Y6 maths attainment and progress data The new NC Networking – what works well and can this be adopted /adapted to work in my school?