1. Working with pupils who have mathematical difficulties SENCo Conference 22 nd June 2012 Sue Weeks – Learning Support Adviser (LIS)

2. Aims of this workshop: To give an overview of the Talking Maths Programme To discuss the guidance document ‘Working with pupils who have mathematical difficulties’ To consider other sources of support and reference

3. Working with pupils who have mathematical difficulties Covers:  why children fail,  assumptions about ‘ good ’ practice, and,  meeting identified needs

4. 6 reasons ………. understanding - mathematical concepts understanding - words short term memory writing numbers reading sequences

5. Origins of 6 reasons …. Poor learning Poor teaching Genetic disorders

6. Wave 1: Quality, personalised, inclusive teaching Objectives; Concrete; Vocabulary; Prompts; Questions; Time; Assessment; Guided group work

7. What next - Wave 2? Who? Pupils working just below age related expectations. What? Structured Short- term Targetted Accelerated In addition to Followed up Detailed expectations Progress monitored Principles of guided group work (see Wave 1) can be effective here

8. QFT and Wave 2 not enough? KNOW the pupil What do we mean by KNOW ?

9. Mathematical difficulties - factors for consideration Name _____________________ 1. General background DoB _________ CA_________ What is the current attainment in maths? How does this compare to other areas? How does this compare to peers? Have hearing and vision been checked recently? Is there a history of SLCN? Has attendance been an issue? Have other factors disrupted education? Is there a family history of maths difficulties?

10. 2. Areas of difficulty (Use existing APP/tracking systems and teacher knowledge with Sandwell or BEAM assessments as appropriate) Is the difficulty in relation to? a)basic number skills i.recall of number facts ii.mental calculation iii.written calculation iv.generation of patterns and sequences a)problem solving i.interpretation ii.knowing which operation(s) to use iii.systematic approach a)shape, space and measures i.recall of vocabulary ii.visual perception iii.use of units of measurement iv.use of practical equipment i.interpretation of visual representation ii.data handling iii.use of language

11. Hypothesis Is there an underlying difficulty highlighted by section 1, (General background)? Could difficulties relate to: memory processing language gaps in earlier teaching

12. Next steps At this time, based upon this information, the pupil is working at these NC levels/P scales: Check that assessments are realistic and reflect independent, consistent work  Check that targets are achievable within a short time frame  Consider providing an intervention to address any specific, underlying difficulty e.g. memory, language, gaps in earlier teaching. Maths Targets 1. 2. 3. Targets relating to other areas of difficulty (if applicable) 1. 2. 3. Further advice to be sought from: e.g. SENCo, OT, School Nurse, ALS (SEN)

13. Resources for Wave 3 ‘There are no ‘off the peg’ Wave 3 programmes for maths like for literacy!’ So ……. what have we got?

14. Problems arise when …..?  ‘supported’ assessment  over-use of LSA  use of a withdrawal group  targets are not ‘small steps’

15. Working with pupils who have mathematical difficulties - sets out expected provision Appendices: 1.Guided group work in mathematics 2.Inclusive teaching observation checklist (SEN) 3.A checklist for a quality intervention 4.Factors for consideration 5.Identification checklist 6.Support for pupils who have specific mathematical difficulties

16. Talking Maths

17. Think of a child who… Is quiet in class Doesn’t offer an answer readily Is an EAL pupil who is beyond the early stages of learning English Lets others ‘take over’ in group situations Is reticent to speak in front of an audience

18. Why do we need Talking Maths? Mathematics is about problem solving Problem solving requires thinking skills Thinking skills require academic language

19. Mathematical versus everyday use signevenoddproductmean areacountoperationnettable averagedifferencefacetimestake away volumedigitorderroughly

20. The key elements Language of mathematics Culture of enquiry Contextual Model  Practise  Consolidate  Extend Three stages to support progression

21. How does Talking Maths work? Teacher and LSA attend 1 day training 10 week intervention programme. 3 children work with an adult for three 20 minute sessions each week. Six 10 minute practical activities, games and problem solving tasks that focus on different areas of mathematical language.

22. Weekly Activities Session 1Session 2Session 3 On the Table Any maths focus What’s Different? Comparing and contrasting Let’s Say, Let’s Play Number Problem Puppet Language of problem solving Copy Cats Position, direction, shape and space Detectives Culture of enquiry

23. Why is it worth considering? assessment activities planned 3 stages of support teacher provides maths focus frameworks for planning, observing and recording prompt cards resources questioning adult language Provides the LSA with structure for working orally and practically, with a focus on understanding.

24. Teaching Resources Talking Maths Numicon - Closing the Gap Mathematics Accomplished: Booster Packs (BEAM) Power of 2/Plus 1 Wave 3 Box

25. Supporting assessment and target setting BEAM Diagnostic Interviews in Number Sense The Sandwell Early Numeracy Test P-Scales Exemplars What I can do in Maths at Level …. Placemats

26. Supporting planning Track Back Plans Cumbria SEN Maths Guidance

27. Keep in touch …. sue.weeks@suffolk.gov.uk www.suffolklearning.co.uk www.specialschoolsoutreach-org.uk