Maths KT Mastery strategies are introduced across the school and impact on outcomes Jan DHT time Milestone, 1:1 supervisions indicates next for development. Join Teacher Research Group to develop Mastery approach to CB release (TA) Progress and attainment teaching mathematics (Shanghai model), Introduce Staff meeting data reviewing impact Pupils, skills in handling place value and – development of pedagogy time Book Scrutiny basic functions support confidence in Oct/Nov Lesson Obs developing problem solving and Review tracking materials and develop assessment in line with DHT time reasoning. a mastery curriculum By Dec Milestone, 1:1 supervisions Review materials and resources to support teaching and £500 Pupils’ skills in reasoning improve as Sept+ Use of new materials, pedagogical mastery learning Learning conversations re Embed maths challenge to raise status of mental arithmetic. c) Writing use of text books /apparatus Teaching of reasoning and opportunity for Revisit, and make consistent strategies to teach and apply Jan and other new materials curricular reasoning increases as number bonds and multiplication/division facts i) 90% of pupils make at least 6 Learning walks evidenced in books. Through further embed reasoning and problem steps progress or show mastery in solving teaching strategies to enhance and apply maths skills their band. Jan/Feb Learning conversations re Maths vocabulary and use of language and pedagogical mastery development of maths improves and this shows because pupils mastery are able to discuss mathematical Extend TA skills in supporting pedagogical mastery and maths ii) in writing in is “Attainment reasoning with confidence. functions. within 3% for each cohort target CPD feedback and gender gap overall is Exceptional pupils are specifically Carefully track progress in maths to identify where gaps might reduced by 3 percentage points DHT time (+CB) Progress and attainment challenged and benefit from maths be appearing (Girls/FSM&PPG/SEN) from Autumn 1 to summer 2. Data dive data mastery enrichment. Dec/Mar Book Scrutiny Lesson Obs OFSTED Improve teaching and Data dives termly accelerate achievement by ensuring more consistency in feedback to pupils on how to improve their skills in spelling, punctuation and handwriting. d) CLLD/Phonics 85% meet phonic standard in Year 1 e)Maths 90% of pupils make at least 6 steps progress or show mastery in their band. ii) and explore various approaches to embed maths mastery so that by July 2017 there is a an increase in pupil independence in applying reasoning in
c) Writing i) 90% of pupils make at least 6 steps progress or show mastery in their band. ii) “Attainment in writing in is within 3% for each cohort target and gender gap overall is reduced by 3 percentage points from Autumn 1 to summer 2. OFSTED Improve teaching and accelerate achievement by ensuring more consistency in feedback to pupils on how to improve their skills in spelling, punctuation and handwriting. d) CLLD/Phonics 85% meet phonic standard in Year 1 e)Maths 90% of pupils make at least 6 steps progress or show mastery in their band. ii) and explore various approaches to embed maths mastery so that by July 2017 there is a an increase in pupil independence in applying reasoning in Maths Join Teacher Research Group to develop Mastery approach to teaching mathematics (Shanghai model), Introduce development of pedagogy Review tracking materials and develop assessment in line with a mastery curriculum Review materials and resources to support teaching and learning Embed maths challenge to raise status of mental arithmetic. Revisit, and make consistent strategies to teach and apply number bonds and multiplication/division facts Through further embed reasoning and problem solving teaching strategies to enhance and apply maths skills and pedagogical mastery Extend TA skills in supporting pedagogical mastery and maths functions. Carefully track progress in maths to identify where gaps might be appearing (Girls/FSM&PPG/SEN) KT Jan Oct/Nov By Dec Sept+ Jan Jan/Feb Data dive Dec/Mar DHT time CB release (TA) Staff meeting time DHT time £500 DHT time (+CB) Milestone, 1:1 supervisions Progress and attainment data – reviewing impact Book Scrutiny Lesson Obs Milestone, 1:1 supervisions Use of new materials, Learning conversations re use of text books /apparatus and other new materials Learning walks Learning conversations re development of maths mastery CPD feedback Progress and attainment data Book Scrutiny Lesson Obs Data dives termly Mastery strategies are introduced across the school and impact on outcomes indicates next for development. Pupils, skills in handling place value and basic functions support confidence in developing problem solving and reasoning. Pupils’ skills in reasoning improve as pedagogical mastery Teaching of reasoning and opportunity for curricular reasoning increases as evidenced in books. Maths vocabulary and use of language improves and this shows because pupils are able to discuss mathematical reasoning with confidence. Exceptional pupils are specifically challenged and benefit from maths mastery enrichment.
SIP-2016-19-2016-17-V.7-6th-Nov.docx