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Maths Department Action Plan 2016 2017 PDF
Maths Department Action Plan 2016 2017 PDF
Primary Outcome: 70% of children to meet or exceed to the ARE expectation in year 6.
classroom enhances to evidence. - Explore opportunities playground and relevant to day to day
pupil progress. - Look at additional for getting STEM spaces immediately life.
resources that could contacts into school to beyond the school.
be used to support inspire children about Link these to real
outdoor learning. maths in the real world situations the
world. children can utilise.
To use content from - To use meeting times - Purchase Maths No - Book monitoring to - Action planning for - Bring us in line with Maths No
Singapore textbooks as to train staff on the Problem books for review how Singapore 2017-2018 academic direction of maths Problem
a foundation for principles of Singapore year 5 and 6. approach has been year when first teaching within our books - £40
th
curriculum teaching. - Meet with AN (7 embedded in day to cohort of FFS pyramid.
development. - Utilise the expertise of September) day teaching. children will join - Utilise the benefits of a AN time
Annie Nesbitt (Parley - Explore funding - Further team training having completed a clear and researched
First) to develop a opportunities for with AN regarding year of Inspire structure within our Meeting time
possible plan for the Singapore teaching implementation of Maths. teaching.
implementation of a approach. Singapore approach Further text
th
Singapore teaching - Look for opportunities (TBC on 7 September) book cost
program to embed principles in TBC
- Explore Singapore teaching.
maths teaching and
look for opportunities
to embed in our
current curriculum.
- Use mastery
documents within
medium term and
weekly planning to
show the expected
level of questions that
staff are to be using.
To understand the - Review 2016 sample - Analyse the SAT’s and - Children to take 2016 - From an understanding of Photocopying
failures in the 2015- papers and feed year 8 data, review SAT’s paper. Analyse the success of last year, a of test
2016 academic year. findings into lesson findings with HT and weakness and foundation for avoiding papers
planning and subject Maths team. compare to 16/17 mistakes this year can be (Sample and
development. - Meet with EH to cohort. (This will lead formed. 2016)
- Utilise the expertise of discuss differences into further - Increased intensity in
Elizabeth Hammersley and failings. intervention) teaching for the whole
who is joining the FMS - Children take 2016 - Produce guidance year and not just in the
team. Sample paper and sheet for parents run up to SAT’s.
analyse results. relating to completing
- Review ARE SAT’s and further
documents and adjust support they can give
Maths Department Action Plan 2016/7
where necessary to
address
inconsistencies in
planning and delivery.
- Set clear book
expectations at the
start of the year.
- Regular learning
works across all year
groups.
- Feedback to staff
about their lesson
and areas for
improvement.
- Check planning once
a half-term to ensure
that team planning
documents are being
adapted and
personalised for
individual teaching
groups.
Priority 2: Intervention
Success criteria;
a) Clear identification of children who require both short and longer intervention across KS2.
b) All teachers using regular formative assessment and responding to the needs of the children they are teaching.
c) Regular intervention that follows an agreed process for both short term and longer term intervention.
Aim Actions Monitoring Impact Cost
Autumn Term Spring Term Summer Term
To provide timely - Head of Maths to - Liaise with Geoff Pike - Further details to be - Further details to be - Timely intervention - Meeting time
intervention across the create a system for and Alison Rixon to added once Autumn added once Autumn seek to regularly
year group for any child year 6 teachers to discuss involvement intervention intervention intervene after each GP time
not making the submit on a two and best timings. established. established. taught module and
expectations for the weekly basis whether - DL to share therefore address AR cost
two week module just a child needs further intervention plan with concerns in
taught. intervention on a team at team meeting understanding more
topic. and refine as rapidly.
Maths Department Action Plan 2016/7
- Training provided on
how the documents
will be used to track,
attain and progress.
Numicon intervention - Head of Maths to - Autumn 1 – DL to - Spring 1 – 7 sessions of - Summer - Investment previously TP training
to be provided for research use of provide training for TP Numicon Intervention intervention made in Numicon time
children identified to be Numicon intervention to prepare her for for both year 5 and 6 program to be intervention to be fully
working well below the using purchased greater ownership of - Spring 2 – 7 sessions of decided in light of utilised. Photocopying
age related manuals. Numicon intervention. Numicon Intervention final SAT’s - Children well below ARE
expectations. - Tracy Pope to receive - Identify a time and for both year 5 and 6 preparations. and with significant
further guidance on children that Numicon - Review Spring term number weaknesses will
running Numicon Intervention would with TP. close the gap in
intervention. work for - both year 5 understanding.
- Identify year 5 and 6.
students requiring - Autumn 2 – 7 sessions
intervention early in of Numicon
September to Intervention for both
complete 10 week year 5 and 6.
Numicon - Review with TP how
intervention. intervention went and
measure progress of
children.
content.
To engage parents in - Complete 3 - Curriculum Evening 1 - Curriculum Evening 2 - Curriculum Evening 3 - Parents have a deeper Time
th th st
regular curriculum curriculum evenings (28 September) (18 January) (1 March) understanding of how we volunteered
evenings in order to (one per term) to All parents looking at Continue the journey Continue the journey teach maths and how by the maths
show opportunities for engage parents, show number and with parents looking with parents looking at they can support their team.
parents to engage in them resources, raise calculation strategies at how they can how they can support children.
homework and support the expectation and used at FMS and how support their their children. - More parents know the Refreshment
their child’s learning. give them home to support parents. children. - Parents to fill in additional resources cost
support techniques. Parents signposted to - Year 6 to focus on session feedback form available and how they (approximately
- Confirm all dates for additional resources preparation for SAT’s to further improve can be used to support £20 per
curriculum evenings and how to use the and highlight further workshop evenings. their children. evening)
with SLT. website. resources to use.
- Carry out post session - Parents to fill in
review with team. session feedback
- Parents to fill in form to further
session feedback form improve workshop
to further improve evenings.
workshop evenings.
To provide timely - When intervention - DL to create standard - See intervention for - Parents have a greater Printing of
feedback to parents happens for children letter for intervention further details of level of understanding of letters
regarding intervention who have failed to to be sent home to timely intervention pupils’ progress in all
offered via a fixed understand a topic, parents after the scheme. areas of maths at more
format. intervention will be completion of a regular intervals and not
offered to the child teaching unit and if just formal assessment
the following week that child does not points.
and additional meet the agreed
support resources standard. (Letter to
given to parents to outline intervention
support home and signpost other
learning. available resources).