1. Mathematics Subject Leaders Meeting Manchester Spring Term 2008 Children’s Services Manchester Education Partnership

2. Introduction and agenda Progress and priorities EYFS Quality Maths Teaching Guided Learning in Mathematics Updates Maths Recovery Role of the Subject Leader

3. Aims and objectives Update subject leaders on PNS developments on mathematics Leadership Assessment Pedagogy Targeted intervention

4. Progress and priorities in Mathematics

5. Looking at data Where are your pupils at? How do you know? Where are they coming from? How do you know?

6. Looking at data Are any pupils at risk of not making 2 full levels of progress in mathematics during KS2? How do you know? Are any pupils at risk of not reaching Level 4 in both English and mathematics? How do you know?

7. The ‘stickmen’ from Raiseonline

8. What would your Y6 chart look like now? What do you need your chart to look like by the end of the year?

9. Mathematics Curriculum Are there any areas of the mathematics curriculum which pupils have difficulty with? How do you know? What are your plans to address these?

10. An introduction to The Early Years Foundation Stage Setting the standards for learning, development and care for children from birth to five

11. = EYFS brings these documents together…

12. What is in the pack ? How does it help practitioners meet the EYFS aim?

13. Achieving the aim The EYFS will achieve this aim by: Setting standards Promoting equality of opportunity Creating a framework for partnership working Improving quality and consistency Laying a secure foundation for future learning and development

14. The practice guidance Meeting diverse needs Partnership working Flexible provision Play Quality improvement Transition and continuity Learning and development requirements Observation, assessment and planning Safeguarding and promoting children’s welfare Staffing arrangements including ratios This booklet covers some key aspects of meeting the requirements in the statutory framework.

17. Ages and Stages Birth to 11 months 8 to 20 months 16 to 26 months 22 to 36 months 30 to 50 months 40 to 60 + months

18. Problem Solving, Reasoning and Numeracy Requirements Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

19. Aspects of Problem Solving, Reasoning and Numeracy Problem Solving, Reasoning and Numeracy is made up of the following aspects: Numbers as Labels and for Counting - is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems. Calculating - is about how children develop an awareness of the relationship between numbers and amounts and know that numbers can be combined to be 'added together' and can be separated by 'taking away' and that two or more amounts can be compared. Shape, Space and Measures - is about how through talking about shapes and quantities, and developing appropriate vocabulary, children use their knowledge to develop ideas and to solve mathematical problems.

20. CD Rom

21. Weblinks Early Years Foundation Stage http://www.standards.dcsf.gov.uk/eyfs/site/index.htm Primary Frameworks http://www.standards.dfes.gov.uk/primaryframeworks/fo undation/ MEWAN – Buzzy Bee http://www.mewan.net/eyfs/

22. EYFS key messages EYFS is for every child EYFS principles are the starting point for effective practice EYFS builds on what practitioners already do well. EYFS brings learning and welfare requirements together EYFS supports continuity and coherence for all children

23. Coffee break

24. Learning and Teaching in Mathematics Session Renewed Framework Pitch and Expectation Guided Group Work

25. Mathematics Framework How and when did you introduce the framework? Are staff confident at navigating the E-Framework? Are staff aware of what is available on MEWAN? Positives and Negatives Next steps / ideas

26. Pitch and Expectations What is it? Where do you find it? Have you used it?

27. Pitch and Expectations Activity Look at the objectives Discuss the types of activities you would expect to do/see to meet these objectives Compare how the Pitch and Expectation examples relates to your activities

28. Guided Learning Pyramid Example

29. What is the purpose of guided Mathematics? Working with the guided groups, the teacher is providing opportunities, in this case, to: extend work by linking it to class work; provide opportunities to challenge children further; provide opportunities for planned talk and use of correct mathematical language to explain their reasons and rehearse their arguments; follow a line of enquiry based on patterns children have noticed; allow children to work collaboratively support learning, after observation through key questioning; provide opportunities to reflect on and refine their reasoning; involve all pupils throughout the session.

30. Aspects of learning Discuss which aspects of learning were being addressed through the Guided Mathematics Session

31. Guided mathematics in the classroom - implications As a class teacher; When should guided sessions happen? Who should get what/when? What issues might there be?

32. Implementation of guided Mathematics As a Subject Leader; How and when would you implement this within your school? What support would staff need?

33. Lunch

34. Updates and Maths Recovery

35. National Annual Plan 2008-09 Context: Williams review Every Child Counts Curriculum review New targets EYFS becomes statutory Children’s plan

36. National Annual Plan 2008-09 Progression and assessment Clarifying progression between and across Units in Framework PDMs to develop understanding of progression and AfL practices in schools Video materials that align planning and assessment processes through Framework Develop guidance on day-to-day and periodic assessment linked to Assessing Pupils’ Progress (APP) process

37. National Annual Plan 2008-09 Pedagogy Strengthen planning using the Framework Develop guidance and materials to support guided group work in mathematics Teaching guidance - mental, reasoning and communication skills in mathematics Repurpose problem solving, models and images materials

38. National Annual Plan 2008-09 Intervention Extend range of level-by-level materials to include L4 to 5 and FS to L1 Develop guidance on use of materials for teachers and teacher assistants Produce in-school CPD packages on strengthening progress for all children Work with partners on developing ECC

39. National Annual Plan 2008-09 Leadership Continue to develop Continuing Professional Development (CPD) programme for Headteachers Guidance on leading improvement in AfL Strengthen subject leadership, develop Professional Development Meetings (PDM)s for Senior Leaders (SL)s to use in schools Guidance on and examples of implementation of collaborative classroom-focused CPD

40. Public Service Agreement (PSA) Agreement 10 Raise the educational achievement of all children and young people Indicator 1: Early Years Foundation Stage attainment Indicator 2: Proportion achieving Level 4 in both English and mathematics at Key Stage 2

41. PSA Delivery Agreement 11 Narrow the gap in educational achievement between children from low income and disadvantaged backgrounds and their peers Indicator 1: Achievement gap at Early Years Foundation Stage Indicator 2: Achievement gap between pupils eligible for free school meals (FSM) and their peers achieving the expected levels at Key Stages 2 and 4 Indicator 3: Proportion of pupils progressing by two levels in English and mathematics at each of Key Stages 2, 3 and 4 Indicator 4: Proportion of pupils in care achieving Level 4 in English and Level 4 in mathematics at Key Stage 2

42. EMA targets For each of these indicators LAs will be required to provide a breakdown by minority ethnic group. The groups have been revised to include Gypsy/Roma and Travellers of Irish Heritage

43. EYFS Target for 201120052006200720082011 target The percentage of children achieving a good level of development 48%44%45%N/A 2008 result +4%pts Closing the gapN/A38%37%N/A 2008 result -3%pts 2011 PSA targets (EYFS)

44. 2011 PSA targets (Primary) KeyTargetSubject2007200920112007 - 2011 Stagetype resultmilestonetargetimprovement KS2ProgressEn 83%88%92%+9% KS2ProgressMa 76%82%87%+11% KS2AttainmentEn & Ma 71%75%78%+7%

45. Proportion of pupils achieving Level 4+ in both English and mathematics (KS2 2006) by entitlement to FSMs

46. Every Child Counts Aims To enable the lowest attaining children to make greater progress towards expected levels of attainment in mathematics, catch up with their peers and achieve level 2B or better by the end of KS1, so putting them on course for further success in the subject at school and beyond. To provide, from the academic year 2010 to 11, intensive support in mathematics to 30, 000 Year 2 children annually. To build capacity and expertise in regions, LAs and schools so there is system wide provision of intensive support for mathematics to targeted groups of underperforming children in KS 1 and early KS 2. To improve leadership of mathematics and intervention in LAs and schools through the establishing, capturing and sharing of good practice in mathematics assessment, teaching and targeted intervention.

47. Primary Framework – future work Provide map of mathematics section of Framework Guidance on planning for mixed-age classes Identify assessment opportunities within Unit learning overviews Relate objectives to strands Restructure Units in response to feedback Develop CPD area Extend range of resources in library Incorporate vocabulary into EYFS Units Update ICT notes

48. Local Updates Networks – year 1,3,5 Level 3 – 4 year 6 training 140+ attendees MEWAN Long term overview Strands and objectives excel document Maths facts leaflets Parents’ leaflets revised Maths Recovery

49. The Mathematics Recovery Programme The Mathematics Recovery Programme

50. Aims To become more familiar with the Maths Recovery

51. What is Maths Recovery? Early intervention programme Is essentially a short term intervention programme Identifies children who are at risk of failure in mathematics Provides specialist MR teachers with an intervention programme that enables them to advance children to a level at which they can be successful in the classroom situation Developed by Professor Bob Wright at Southern Cross University, New South Wales, Australia

52. Maths Recovery – Key Principles Assessment by diagnostic interview which is videotaped Assessment of able and less able children across the four operations Early Intervention: Pupil profiles and Individual Education Plans Application of assessment and teaching to the classroom setting Professional development: leading to confident, knowledgeable staff in early numeracy to provide support for and in schools?

53. Overview of Mathematics Recovery Programme 1.1 Early Arithmetic Strategies 1.2 Base Ten and Advanced Arithmetic Strategies 2.1 Early Grouping: Structuring Numbers 1 to 10 2.2 Advanced Grouping: Structuring Numbers 1 to 20 3.1 Early Multiplications and Division 3.2 Advanced Multiplication and Division

54. Areas of Assessment Forwards counting (up to 100 / up to 30 / up to 10) Number after Number identification Number recognition Backward counting (within 100 / within 30 / within 10) Number after Sequencing numbers Additive task (both screened / first collection screened/ unscreened) Missing Addend : 4 + ( ) = 6

55. Assessment 1.1

59. Principles of Teaching Activities The teaching approach is inquiry based solving problems involving the child in thinking hard on challenging tasks informed by the comprehensive assessment The teacher can plan to take the child to the new learning which is within their grasp selecting from a bank of teaching activities The teacher understands the pupils numerical strategies and deliberately engenders the development of more sophisticated strategies Teaching involves intense ongoing observation by the teacher and continual micro adjusting or fine tuning of the teaching The teacher provides the child with sufficient time to solve a given problem

60. Stages of Learning Emergent Perceptive Figurative Abstract Facile

61. The Emergent Child An Emergent child is; Not able to count a collection of counters, for example 13 or 18 counters Not be able to count on from one but not able to say immediately the number word after a given number in a range of one to ten Has difficulty counting backwards Unable to say the number before a given number Able to recognise some but not all numbers 1-10 (might be able to recognise 1-5 / confuse numerals such as 6 and 8) Able to recognise some but not all regular spatial patterns ( will try to count the dots) Able to make finger patterns corresponding to the numbers from 1 to 5

62. The Emergent Child - Development Strengthening forward number word sequence in the range 1 to 20 Strengthening backward number word sequence in the range 1 to 10 Extending number recognition and identification and numeral sequence Extending spatial and finger patterns for numbers in the range one to five

63. Teaching the Emergent Child – Key activities Counting - forwards, backwards, number before, number after Copying and saying the numbers Saying alternate numbers Carry on the count Flash a number say_____ Number cards in order Random number cards to order Number cards for recognition Numeral track all seen—begin to screen Counting items Give me ? Counters Counting in a row Counting items of 2 colours collections in a group and in rows

64. Teaching the Emergent Child - Finger Patterns Using two hands children need to partition numbers Can be used as a brain break activity ‘ show me 5’ Fingers are good for a lot of calculation1-5 then 1-10 Watch me and repeat Lets do it together Throw a number Bunny’s ears Double patterns in front using 2 hands Using fingers to keep track drop the cubes

65. Coffee break

66. Role of the Subject Leader

67. Aims To continue to develop an understanding of the role of the Mathematics Subject Leader

68. Audit your subject area 4 key areas Questions to consider Evidence ACTION? Who is this information for?

69. Yearly Time line What happens and when in your school What information is collected? What assessments are carried out? What monitoring is required? What transition arrangements are in place? Are they efficient, effective and well organised?