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Stories of change - moving from '2' to '1'

This page has been archived. The content was correct at the time of original publication, but is no longer updated.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

We feel we have good plans in place, our pupils’ achievement and attainment were improving and we are happy with the progression that is built in tour planning. The new primary framework was just being introduced and I felt that this was a good opportunity for us to challenge ourselves and see whether this new framework threw up any gaps or areas for development which we might not have been aware of.
This was a good time to put mathematics back as a priority on our whole school development plan. We held two staff meetings introducing the new framework. In addition we got together as a network of primary schools in our area and bought in local authority training for each year group. This opportunity to share good practice with other schools had an immense effect on our planning. As part of an NPQH project I spent time looking at Assessment for Learning (AfL) as a school, this was a term which had been bandied around quite a bit but we had never really investigated it in detail. Again we worked as a whole staff to understand what the term actually meant and agreed to try out different methods of AfL in our classroom. This included things such as using traffic lights, smiling faces, ‘thumbs up, thumbs down’, etc. as ways of encouraging our pupils to reflect on what they were learning and how successful they were being. We also worked on the use of talk partners in our lessons and quality of the written and verbal dialogue we have with our pupils.

In addition we had now a coherent system of pupil targets in place based on data analysis. We wanted to raise the profile of targets in the minds of our pupils and designed a form of display in every classroom which was common and quickly recognised.  We used to icon of a robot so that as the children moved through the school they always knew that the robot was reference to their mathematics targets; these were displayed on the board as a visual reference and also in their books. Pupils were invited to look at their targets at any time to highlight where they were or were referred to them at specific times when they were particularly undertaken a piece of work. In KS1 verbal discussion was made about the targets but in KS2 pupils were invited to find evidence for them. They were then able to see what they had to do in their next steps to help them progress.

I think that the progress we have made as a school is definitely through having consistency of planning, effective use of targets and clear progression in the lesson reflected in the planning but also in working towards it in a non-dictatorial style. Highlighting where we were and where we wanted to be was a major factor which has now resulted in us attaining our best ever KS2 results we have ever had.

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