1. Subject Leader Network Meeting Welcome!

2. Objectives To provide opportunities for colleagues to network. To support the raising of attainment and pupil progress. To share and reflect on key messages for local and national initiatives. To support subject leaders with dissemination of materials and key messages back in school.

3. A bit of maths… ‘The Monty Hall Problem and Other Puzzles’ By Ivan Moscovich

4. Updates New curriculum New Ofsted schedule SEN Green Paper New Floor Standards Implications for Subject Leadership?

5. New Curriculum – Where are we now? Phase One An Expert Panel will advise Ministers on the “essential knowledge” that children need to be taught in English, mathematics, science and physical education, which Ministers have already decided must remain part of the statutory National Curriculum. The Panel will draft new “Programmes of Study” for these subjects, ready for implementation in maintained schools from September 2013.

6. Next steps… Phase Two In the second Phase of the review, starting in early 2012, the Expert Panel will prepare new Programmes of Study for any additional statutory subjects agreed during Phase 1. Where they feel it appropriate, the Panel will also prepare Programmes of Study for non-statutory subjects.

7. SEN Green Paper Single category of SEN in schools A new multi-professional ‘Education, Health and Care Plan’ replaces the statement Removal of advice on IEPs No new LA special schools

8. New Floor Standards More than 60% Level 4+ Eng and Maths combined 87% - 2 levels progress in English 86% - 2 Levels progress in Maths

9. As class teacher and subject leader what implications does this have for you? Discuss…

11. Research Calculating – What can Y5 children do? By Norfolk County Council

12. Have a go… 546 + 423 317 – 180 56 x 24 222 ÷3

13. Main Findings… The more successful strategies are those based on mental calculations e.g. - using counting up and recorded on a number line Children demonstrate higher levels of competence when dealing with + and – For X and ÷ children do not seem to have a particular strategy to use Children at the end of Y5 still do not appear to have ‘number sense’

14. Next steps for your school? Calculation policy Baseline – of staff and pupils – calculation analysis Subject knowledge of staff Parental involvement

15. LASI/ASPIRE What’s on this year for maths CPD?