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Stories of change - moving from '4' to '3'

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 23 November 2009 by ncetm_administrator
Updated on 07 April 2010 by ncetm_administrator

After five years' teaching, I moved school to take up my first role as subject leader of mathematics in a one-form-entry primary school.
The profile was characterised by practitioners who rarely enthused, nor indeed even spoke, about the importance, and development, of mathematics in the school. 
Through questionnaires, and other discussion forums, the majority of pupils spoke negatively about the subject, both in terms of their appetite for learning and their sense of achievement.
Learning environments did not promote mathematics, exemplify processes / concepts, nor acknowledge and celebrate pupils’ learning. 
There were no planned opportunities to address any of these issues in the school calendar.

I decided it was important to introduce some guidance and establish expectations to move things in a positive direction.
I introduced a maths handbook, including a vision statement (taken from a colleague's school), an updated maths policy, reflecting the statutory requirements of the National Curriculum, guidance on how learning environments can be used to promote mathematics and ideas for strengthening parental engagement with mathematics.
This handbook was shared with class teachers and TAs at the end of the Autumn term.

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