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Sunderland LA Influence Hub

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 19 October 2010 by ncetm_administrator
Updated on 26 November 2010 by ncetm_administrator

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Sunderland LA Influence Hub

The group of 5 primary schools, led by a local authority mathematics consultant, spent independent time researching and trialling alternative approaches within their own schools and then, through a joint meeting to review this, they began their journey to create a monthly themed mathematical magazine, for year groups 2 and 3, which aims to:  encourage mathematical talk within the home and explore alternative ways parents can play a more active role with their child’s mathematics homework. The five schools involved have met over a series of ½ day cluster meetings to produce the parent/child magazines. During this time opportunities have been planned for teachers to share practice, challenge beliefs and current research evidence regarding mathematics homework and strategies for involving parents in daily school life.

Parallel, with the support through parents, was the need to engage groups of schools and teachers of all year groups in activities targeted on the priority professional development areas of subject knowledge and using and applying mathematics.  These areas are noted frequently in school self evaluations, SIP visits, training sessions, school support requests and Ofsted findings.

Impact includes:

  • Year groups targeted to create stronger home-school links, have consistently fewer problems relating to pupil work and behaviour and less than in previous years.
  • Children who have consistently returned the magazines have been highlighted in individual classes as showing an improvement in their self-esteem and confidence in mathematics – this in turn has shown a noted impact on learning and is evident in end of year test results and termly teacher assessments.
  • Schools also have evidence of an increased proportion of mathematics work focused on the application of skills, rather than the dominance of the practice of skills.
  • The magazines have highlighted the need to plan opportunities for children to apply skills in other curricular areas and to use topical issues and children’s interest to help adopt a more creative curriculum, which engages and motivates all and highlights the purpose of mathematics in everyday situations.
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