Maths Department Action Plan 2016/7

Primary Outcome: 70% of children to meet or exceed to the ARE expectation in year 6.

Priority 1: Curriculum development including application of learning

Success criteria:
a) All books demonstrate a solid grasp of the key mathematical concepts and how children can independently apply them.
b) Books demonstrate that strategies have been taught to enable children to solve problems (for example bar modelling).
Aim Actions Monitoring Impact Cost
Autumn Term Spring Term Summer Term
To develop a culture of - To ensure that all - Discuss and plan at full - Continued CPD on how - Book monitoring, - Greater consistency in Meeting time
applied problem solving lessons have an team meeting on children can problem learning walks and the teaching across all
st
that is at the heart of applied element of September 1 . solve and reflection on planning scrutiny. year groups.
teaching and learning. learning that deepens - Book monitoring after Autumn Term - Greater depth in teaching
the understanding of 2 weeks in to ensure - Book monitoring, with a focus on applied
the topic covered. that evidence of learning walks and learning in all lessons.
- Explore applied applied problem planning scrutiny.
learning as part of solving is present.
team meetings and - Meeting minutes
plan for these showing evidence of
moments to happen greater depth in
within our lessons. problem solving.
- Continued training - CPD on how children
into CPA approach to can problem solve.
learning with a focus - Book monitoring,
on pictorial strategies learning walks and
for problem solving. planning scrutiny.
- Bi-weekly KS2
planning meetings for
all KS2 staff.
- Weekly KS3 planning
meetings for KS3 staff
during Wednesday P5.
- All staff to complete
weekly planning grids
based on the weekly
planning completed in
class.
To include opportunities - Using planning to - Discuss at all team - Share moments where - Utilise better - Greater focus on applied Meeting time
for making use of identify genuine meetings as part of outdoor opportunities summer weather for learning in real world
learning outside of the opportunities where regular agenda item. have been utilised as outdoor learning contexts and how the Additional
classroom. learning outside of the - Minute maths meeting part of maths meeting. opportunities in the maths children learn is resources
 Maths Department Action Plan 2016/7

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

to incorporate more of at home.

TA framework as
opposed to NAHT
documentation.
To embed a rigorous - Look at the vocabulary - Look at vocabulary - Review how maths - Children have a deeper Photocopying
approach to teaching in the SAT’s paper this used within 2016 vocabulary is being awareness of the variety
maths vocabulary. year and analyse how SAT’s and Sample developed and the of language that can be Meeting time
it is being used. papers. impact that it is used and actively seek to
- Use the vocabulary - Look at vocabulary having on deeper understand how this
book produced by book produced by KJ level problem solving. relates to the dynamics of
Karen Jackson as a and explore its - Continue to develop the question.
starting point. suitability for use in maths vocabulary
- Include key vocabulary FMS. teaching.
as part of our team - Create plan for deeper - Publish vocabulary
planning and embed teaching of maths resources online for
language variation as vocabulary and parental engagement.
part of each lesson. implement beginning
- Ensure that all lessons Autumn 2.
vary the language they
are using in the
questions set.
To embed arithmetic - Use arithmetic videos - Create arithmetic - Review arithmetic - Use of arithmetic Vimeo
practice for year 5 and 6 in weekly tutor time videos ready for progress via book becomes more on-going hosting £40
to allow more lesson slot for children to Autumn 1 and train scrutiny to ensure freeing up more lesson per annum
time for problem practice. tutors ready to use that all children have time for applied learning.
solving. - Include one problem them. enough evidence and - Arithmetic learning leads Tutor time
solving question - Post all arithmetic are able to apply their to problem solving.
within the arithmetic videos online via the learning. Video
paper. maths page of the creation time
- Post arithmetic videos website.
online for parents to
engage their children
in.
To monitor the impact - Weekly book - Autumn 1 Monitoring - Spring monitoring - Summer monitoring - Greater level of Potential
th
of curriculum monitoring of each Week (19 weeks TBC weeks TBC accountability and cover
development via book year group on a September) feedback given to staff at implications
scrutiny, learning walks, rotation basis and - Autumn 2 Monitoring more regular intervals for learning
th
planning scrutiny to complete monitoring Week (14 November) will lead to quick subject walks
ensure development of log. development.
curriculum. - Feedback to teachers
and give direction
 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

- Head of Maths to necessary.

coordinate running of - DL to produce
intervention sessions standard letter that
during tutor times can be modified and
and provide sent to parents when
additional home a child completes an
learning to support. intervention.
- Explore the use of
teaching assistant to
support intervention
delivery.
- Engage parents in
intervention by
providing feedback
and on-going work to
complete.
- Utilise the expertise
of GP in the support
and delivery of
intervention
program.
- Alison Rixon to work
with year 7 to help
children bridge the
gap from last year’s
SAT’s.
2 week ‘Timely Intervention’ to run all year round based on the teaching
schedule.
Use of ARE documents - Head of Maths to - Review ARE Meeting time
th
for on-going formative review ARE documents by 15
assessment. documents and see if September and
year 5 and 6 update with team.
documents needs - Produce digital copies
strengthening as of ARE, one per child
NAHT documents are (organised in teaching
a condensed group files) for staff to
summary of the use and annotate.
curriculum. - Meet with team to
- One ARE document introduce how to use
to be produced for ARE tracking
each teaching class. documents this year.
 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.

Priority 3: Consistent and applied homework

Success criteria;
a) Clear and consistent homework that consolidates the learning of pupils.
b) Homework that applies learning and is not repetitive calculation.
Consistency of homework is good across all year groups; in relation to frequency it is set and depth of learning.
Aim Actions Monitoring Impact Cost
Autumn Term Spring Term Summer Term
To implement a new - Head of Maths to - Share Autumn term - Share Spring term - Share Summer term - All children to have clear Photocopying
homework scheme for develop scheme of homework scheme homework scheme. homework scheme. and consistent cost.
year 5 and 6. work relating to the with team and homework that they can
Number and demonstrate how to use. Time to create
Calculation strands use. - Homework will signpost homework
and provide training - Explore how more additional learning for all sheets.
to staff about consistent homework children.
implementing. schemes could be
 Maths Department Action Plan 2016/7

- All KS2 team to use used within KS3

homework scheme teaching.
and then adjust for
their teaching groups.
To monitor homework - Dominy Dawson to - DL to report to JS on - DL to report to JS on - DL to report to JS on - Homework is set for all DD time
being set via Show My create a weekly consistency and consistency and consistency and available weeks across
Homework and report of homework quality of homework. quality of homework. quality of homework. the year.
homework book being set to ensure - Children are held
monitoring. consistency. accountable for the
completion of their
homework.
Review success of - Team discussion at - Autumn 1 Review - Autumn 2 and Spring - Summer Review - A clear understanding of Meeting time
homework on a termly meeting 1 Review the impact homework is
basis. having on learning.

Priority 4: Parental Engagement

Success criteria;
a) Parents become actively involved in the children’s learning.
b) Children play a role in the completion of homework and engage with the additional support resources made available.
Aim Actions Monitoring Impact Cost
Autumn Term Spring Term Summer Term
To utilise the facilities - To produce a series of - Set up paid for Vimeo - Review success of - Review success of - All parents will have £49.95
of the school website as instructional videos account to host videos parental engagement parental engagement access to expert help
an opportunity to that are linked to via and talk to PW about using statistic using statistic provided that fall directly in line
provide additional the new homework allowing access to the provided from from website and with how we teach at
support to all parents. scheme of work (QR channel. website and Vimeo. Vimeo. FMS.
codes) - DL to write covering - Continue to develop - Continue to develop - Teachers will have readily
- To post 10 minute letter to go home with collection of video collection of video available resources that
arithmetic videos first homework sheet resources for use by resources for use by they can signpost to
online so parents can explaining how to parents and children. parents and children. parents to support their
access and use. access support videos - Explore how the - Encourage others in children.
and documentation team can begin to the team to create
on the maths page. create their own their own support
- Create Autumn video resources. videos for use on the
support videos and website.
use QR codes to link it - Review how the
to the website. developed website
manages video
 Maths Department Action Plan 2016/7

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).