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How is the maths CPD policy connected to school policy and management systems?

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 26 May 2010 by ncetm_administrator
Updated on 13 August 2010 by ncetm_administrator


How do I develop the vision for CPD in maths in my school?

There are two parts to this question:

  • how well does CPD in mathematics reflect the school CPD policy?
  • how integral is CPD in mathematics to the school’s key management systems?

Let’s address the first – How well does CPD in mathematics reflect the school CPD policy?

Get hold of a copy of your school CPD policy:

  • what guidance does it offer about CPD?
  • which aspects of this are relevant to CPD in maths?

You may find useful to download this chart to organise your thoughts and work out what are the similarities and differences between what is in the CPD policy and CPD in maths.


  • what do you need to do to ensure that the CPD in mathematics reflects the school CPD policy?
  • who do you need to talk to?
  • where do changes need to be made?
Now let's address the second part of the question - How integral is CPD in mathematics to the school’s key management systems?

What are the key management systems at your school? It is likely that they will be:

  • SLT – the Senior Leadership Team where key issue are discussed and decisions taken. You may or may not be a member of this as the Maths Subject Leader.
  • SDP - the School Development Plan that guides the development of the whole school over the academic year.
  • SEF – the school Self Evaluation Form that is the tool Ofsted inspectors use before the inspection to help identify where they might need to focus their efforts. The accuracy and clarity of the school’s evaluation also helps to inform the inspectors’ initial view of the quality of leadership and management and the school’s capacity to improve. Schools need to continually review and update their SEF so that it represents rigorous up-to-date self-evaluation and is at the heart of effective school improvement.

Take some time to explore how embedded CPD in mathematics is in each of these key management systems in your school.
How can you find out? Who will you ask?

Try and find out about the overall CPD strategy for the school.

Possible questions to ask:

  • how are resources (time and training budget) allocated?
  • how are the priorities for CPD in the school determined?
  • where can you discuss how your focus for CPD in maths relates to other CPD foci in the school?
  • how easy it is to get staff meeting time? How is it planned?
  • how is the impact of CPD measured in the school?
In the light of the answers to the above:

  • what do you need to do to ensure CPD is integral to the school’s key management systems?
  • what are the challenges and how will you overcome them?

Record your thoughts and findings on how the maths CPD policy is connected to school policy and management systems in your Personal Learning Space.

CPD Vision
See if you can now articulate your vision for developing CPD in mathematics:
  • what really matters?
  • what do you want the CPD to look like?
  • what is key about the approach?
  • what is important about the content?
Who can you share your vision with to check it out?
What do you need to do to action your vision?
Who do you need to speak to?
When do you need to achieve this?

Record your CPD vision for your school in your Personal Learning Space.





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