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Stories of change - moving from '3' to '2'


This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

1.  Lesson observations indicated that much of the mathematics teaching in the school was satisfactory, although in several cases the teaching of other subjects was good. I introduced Annex C of the Ofsted booklet Mathematics: understanding the score to the staff at a staff meeting and together we identified areas which we felt could be moved from satisfactory to good. We discussed in detail some of the areas and what would need to change in order to make the difference. We decided to focus on further developing pupil talk, an area which had improved significantly in Literacy over the previous year, particularly by asking more open questions and using talk partners. The staff agreed for me to observe another mathematics lesson towards the end of the year with this particular focus, to evaluate impact.

2.  Data analysis showed that although KS2 children getting Level 4+ was 83% and those getting Level 5+ was 46%, the value added for more able girls was below expectations. Further investigation showed that more able girls were making less than expected progress in years 5 & 6. As subject leader, I met with the teachers involved and suggested that they focus some of their guided group work on these girls. In their PPA time we were able to get together and using the Assessing Pupils’ Progress guidelines we identified the strands which we felt would make the difference for this group of girls – particularly reasoning. The teachers planned some challenging activities and fed back to each other about the impact. Over a 12 week period the progress that the girls made was significant and really surprised the teachers concerned. I am going to use this small success story to encourage more teachers to use guided group work more effectively.

      
 
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