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This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

Having taken over the role of maths subject leader, I was presented with a set of year end results which were based purely on summative assessments – SATS and Optional SATS. Nothing was ever done with these results and there was never any discussion with staff on what had happened the previous year and what the impact of these results would be on the following year. My starting point was to agree with my new head that we needed to collect data twice a year to monitor progress more thoroughly and also that analysis of this data needed to occur. We used the optional SATS analysis grids produced by our LA mathematics team and this provided me with an idea of what were the areas of weakness for each year group. We then organised data meetings where we were able to go through this summative data with each year group; this was very helpful in getting some discussion and debate about what their pupils found difficult and what the implications were for their teaching.
By introducing optional SATS in the mid-term we at least had a range of data where we were able to analyse progress through the year.
 

      
 
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