1. Mercy College, Belfast & St Patrick's College,
Signature Project
Mercy College, Belfast & St Patrick's College,
Bearnageeha
Enya McCafferty

2. Outline of the session
Mercy College, Belfast and St Patrick's College, Bearnageeha context
Quality indicators-how both schools made it work
What I learned about interventions
Resource ideas

3. Mercy College, Belfast context
11-19 all ability, all girls secondary school
Situated in Ballysillan, North Belfast
77.8% of FSM students in 2014/15
% of students who passed GCSE Mathematics in August 2013: 22.4%
% of students who passed GCSE Mathematics in August 2014: 25%
% of students who passed GCSE Mathematics in August 2015: 33.3%

4. St Patrick's College, Bearnageeha context
11-19 all ability, all boys secondary school
Situated on the Antrim road, Belfast
55% of FSM students in 2014/15
% of students who passed GCSE Mathematics in August 2013: 35%
% of students who passed GCSE Mathematics in August 2014: 46%
% of students who passed GCSE Mathematics in August 2015: 51%

5. 7 Quality Indicators

6. Pupils
All pupils were identified using a range of data including Yellis/in class assessments/GCSE predicted grade and entitlement to FSM.
Underachievers – Extremely important to choose the correct children (pupils who were C/D boundary).
Meetings were held with head of Maths and all members of Maths department who taught GCSE Maths, SENCo and VP to discuss target pupils.
All identified pupils were given 1 hour extra per week of Maths contact time in small groups (withdrawn from non exam subjects). Extended schools 1 afternoon per week and Saturday school.
Lessons were pupil directed and pupil focused as they set their own targets.

7. Mercy College pupil predictions 2013/14

8. Teachers Recruited centrally. Plan appropriately.
Use a variety of strategies (ICT, practical and written) to promote high quality learning.
Lessons always suits the needs of the pupils and used their interest to explore related topics
Tracked pupil progress.

9. Leadership Extremely supportive of the aims of Signature.
Set a clear direction.
Included in meetings and plans for signature with VP and head of Maths department.
Extremely supportive as mentors.

10. Planning Mercy College, Belfast Thursday-Friday
Year 1: St Patrick's College, Bearnageeha (lead school)Monday – Wednesday
Mercy College, Belfast Thursday-Friday
Year 2: Mercy College,Belfast (lead school) Monday-Wednesday
St Patrick's College, Belfast Thursday-Friday
Planned alongside teachers’ planning (weekly plans).
Timetable was suitable most of the time-withdrawal from non exam subjects (minimum of 1 hour per week Maths contact time in small groups).
Monitored through weekly evaluations.
Ongoing assessment throughout.

11. Monitoring and Evaluation
Weekly evaluations by Signature teacher, Head of Maths department, pupil and parent/guardian through 'Aim High' programme.
Teacher/pupil discussion throughout lesson
Discussions at Maths departmental meetings
Pupils setting targets and evaluating whether they have reached them.
Pupils completed exam style questions on the topic they have covered during the lesson for homework.

14. Collaboration and Communication
Excellent communication between teachers within the Maths department, VP, principal and myself.
Communicated each week with parents through Aim High booklet (St Patrick's).
Other Signature teachers and BT/EPD teachers (training days)

15. Parents/Guardians
Parents invited along to an information afternoon to understand the aim of the Signature project.
Parents kept up-to-date with their child's progress through weekly evaluations. Teacher filled in a comment, student filled in a comment and then brought booklet home to parents to sign and comment.

16. Results in St Patrick’s College
The percentage of students achieving A*-C in June 2014 GCSE Mathematics examinations was 46.5% which represents an increase of 11.1% from June 2013.
The percentage of students achieving A*-C in June 2015 GCSE Mathematics examinations was 51.0% which represents an increase of 4.5% from June 2014.

17. Lessons from Signature
Classroom Practice:
Effective planning: breadth, progression & pace
•Differentiation
•Varying Strategies & Practical Resources
•Value of Diagnostic analysis to inform teaching/ learning
•Tracking and monitoring progress
Understanding Low Attainment and Underachievement
Knowing your pupils
Knowing what can be achieved
The value of effectively confronting the obstacles to learning
Reflective Practitioners:
Self-evaluation culture
•Collaborative opportunities to share best practice
•Strategic interventions from leadership can work

18. What I learned about interventions
Crucial to choose the correct children – Underachievers
To be accountable
Make it enjoyable for the children
Work closely with other staff within the school
Don’t stress!
Student

19. Useful Ideas
Use of ICT
Practical Maths/ Environmental Maths/ Functional Maths and Using and Applying Maths
High quality worksheets
Mental maths.

21. Resources https://www.tes.com http://mrbartonmaths.com/
Nisplan website

22. Thank you
Any questions?