About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.

 

Personal Learning Login






Sign Up | Forgotten password?
 
Register with the NCETM

Influential Institutions - Case Studies


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 08 February 2011 by ncetm_administrator
Updated on 26 July 2011 by ncetm_administrator

Case Studies

reportThe case studies illustrate the common characteristics and the interplay between them in particular circumstances.

Primary
II08
Falconbrook Primary School
II12
Holly Mount CoE Catholic PrimarySchool, Bury
 
Primary and Secondary
II04
Brigshaw High School and Language College, Leeds
II22
Secondary
II01
Bishop Challoner Catholic
College, Birmingham
II17
Perryfields High School, Sandwell
II18
Soar Valley College, Leicester
II19
St. Ives School
II20
Stourport High School and Sixth Form Centre
 
Post – 16 and Secondary
 
These case studies illustrate the common characteristics and the interplay between them in particular circumstances.


Lead Institution:Bishop Challoner Catholic College, Birmingham
Partnership Name: Bishop Challoner Catholic College and John Henry Newman Catholic College
Phase: Secondary

Summary

Bishop Challoner RC College is a Leading Edge School and is the sponsor of a new academy. The new academy, John Henry Newman Catholic College, opened in January 2011 replacing the predecessor school Archbishop Grimshaw RC School, a National Challenge school. This project involves the two mathematics departments, and is looking at leadership and management issues as well as pedagogy and resources.

Full Report
Lead Institution: Bishop Stopford School, Northamptonshire
Partnership Name: 4iP
Phase: Secondary

Summary

Bishop Stopford became a Leading Edge School in 2005 with a partnership (4iP) with four other schools being established in Northamptonshire. Mathematics became a focus for this partnership in 2007, and built on the school’s strong industrial links to initiate a focus on STEM. Since then, the Head of Mathematics, Gareth McCluskey, has headed two further CPD initiatives, one to write schemes of work for the new GCSE 2010 specification, and the other to share CPD on problem solving.

Full Report
Lead Institution: Brighton, Hove and Sussex Sixth Form College
Partnership Name:Sussex Mathematics Consortium
Phase: Post – 16 and Secondary

Summary

This post-16 collaboration involves a number of institutions in and around Sussex and has at its centre the Sussex Mathematics Consortium. The head of department at BHASVIC has extended the scope of the partnership, through involvement in NCETM and LSIS projects. The main theme is sharing and exchanging ideas to promote good teaching of mathematics. Lesson Study is emerging as a useful activity to initiate discussion and generate ideas on ‘how students learn.’

Full Report
Lead Institution:Brigshaw High School and Language College, Castleford
Partnership Name: Brigshaw Federation
Phase: Primary

Summary

This cross-phase initiative developed from an NCETM Maths Knowledge Network set up to investigate the issues surrounding transition between KS2 and KS3. It grew out of a whole school priority to develop stronger partnerships within the Brigshaw Federation, a cooperative trust of schools working together to share best practice and raise educational standards. As well as leading half termly meetings to discuss current issues in the teaching of mathematics, the Federation AST, Richard Wayman, works with colleagues from the primary schools on a wide range of initiatives that impact directly on the students, all with the common goal of improving teaching and learning. Other links are made with a local high school to further share CPD.

Full Report
Lead Institution: Carisbrooke High School, Isle of Wight
Partnership Name: Carisbrooke High School, Isle of Wight - Learning Centre for Secondary Maths
Phase: Secondary

Summary

The maths department at Carisbrooke High School has refocused its approach to teaching mathematics in the last few years with the resulting substantial improvement in results. The school has shared resources and professional development with the maths departments of other schools on the island. Carisbrooke High School maths department has now been commissioned by the LA to set up Learning Centre for Mathematics to support all the schools on the Isle of Wight.

Full Report
Lead Institution: Comberton Village College Cambridgeshire
Partnership Name:Comberton Village College and nearby primary schools
Phase: Primary and Secondary

Summary

The mathematics AST at Comberton Village College in Cambridgeshire (Mark Dawes) has been working with Nrich to improve the problem solving skills of pupils in the school’s partner primary schools and beyond through a programme of professional development for teachers. This cross-phase initiative is one of several emanating from the work of the AST and the mathematics department, working in a climate of outstanding good practice within the school. This has manifested itself, at least in part, by the large number of ASTs working in Comberton Village College. Although the AST post is funded by the local authority, this particular project was developed because of Mark’s involvement with NRICH.

Full Report
Lead Institution: Eleanor Palmer Primary School, Camden
Partnership Name: Camden schools cluster
Phase: Primary and Secondary

Summary

This primary/secondary phase collaboration was funded initially by the Learning Network. It was led by the primary sector schools and involved the local secondary feeder school. The professional development centred on sharing good practice in mathematics and the production of the ‘Talk Maths’ book which has been widely distributed, leading to a series of videos for teachers TV.

Full Report
Lead Institution: Falconbrook Primary School
Partnership Name: Wandsworth primary schools
Phase: Primary

Summary

A number of local primary schools, led by the head teacher of Falconbrook Primary School, in Wandsworth, SW London, have been involved in the initial stages of developing this ‘action learning’ model for maths professional development.  The Headteacher has refined and developed the model in her own school and is now supporting three other primary schools to implement the model.

Full Report
Lead Institution: Falmouth School, Cornwall
Partnership Name: Falmaths
Phase: Primary and Secondary

Summary

This group of neighbouring schools in Cornwall is working together to establish a series of ‘rich tasks’ in mathematics which would be accessible from the Foundation Stage through to Year 9 with the purpose of supporting all the schools in the group with Assessing Pupils’ Progress (APP) by having common progressive materials

Full Report
Lead Institution: Finham Park School, Coventry
Partnership Name: South West Federation of Schools in Coventry (SWF)
Phase: Secondary

Summary

The aims of the collaboration (the South West Federation of schools in Coventry LA) were to resolve common issues resulting from recent educational initiatives, to share good practice, and strategies for implementation.The main objective has been to move away from didactic teaching and the use of textbooks and towards resource based learning.

Full Report
Lead Institution: Healing School, NE Lincolnshire
Partnership Name: North East Lincolnshire APP
Phase: Secondary

Summary

This highly successful 11-16 school is heavily committed to using its Leading Edge Status to the benefit of its partner schools, and also to giving its own staff (both middle leaders and aspiring middle leaders) opportunities for their own CPD through participation in roles beyond the school. The support programme for APP across 12 schools, academies and pupil referral units in the area, was initiated and is supported by the local authority. Beyond this particular focus, sharing best practice is a continuous programme not only in mathematics but in all faculties across the school.

Full Report
Lead Institution: Holly Mount CoE Catholic Primary School Bury
Partnership Name: North Bury Catholic School Numeracy Network
Phase: Primary

Summary

This network of primary schools has been working together for about two years.  It was established by Clare Rafferty (Mathematics Subject Leader at Holly Mount Catholic Primary School) following an NCETM conference and her introduction to the concept of Mathematics Knowledge Networks.  The initial impetus for this collaboration was to discuss, develop and share good practice on a range of challenging initiatives, providing an additional forum for numeracy subject leaders on the principle of ‘United we Conquer!’  As well as working together on APP, Catch Up Numeracy, and provision for Gifted and Talented, the group has also tackled the emphasis of the revised national curriculum by developing problem-solving opportunities.

Full Report
Lead Institution: King James’s School, Kirklees
Partnership Name: King James’s School and Almondbury High School
Phase: Secondary

Summary

King James’s School has achieved over 60% of pupils gaining 5 A* to C grades including English and maths over the past few years, and the mathematics results are reliably high. In 2009, the assistant head teacher, Ian Rimmer, a former head of mathematics, initiated a Rockets Project with funding from STEM. Its purposes are to address the STEM agenda and to develop more innovative teaching with King James’s School’s own staff, and to support the CPD of staff in a National Challenge school in the area. The local authority consultant, Tony Shepherd, is keeping a watching brief over the project as a model of school-to-school CPD in the authority. The representative of Almondbury High School is an AST for mathematics who has an outreach brief in the Kirklees Local Authority.

Full Report
Lead Institution: Langley Park School for Boys (LPBS), Bromley
Partnership Name: LPBS and Bromley primaries
Phase: Primary and Secondary

Summary

This secondary/primary phase collaboration is led by Langley Park School for Boys (also known as LPBS) and has been running for 3 years. It is funded through the LPBS specialism budget. It provides primary teachers with support in mathematics content knowledge and effective teaching of mathematic, as well as facilitating the transition of students from primary to secondary. The link co-ordinator works with each primary school on an individual basis as well as organising twilight sessions and an annual conference in which all partner institutions are involved.

Full Report
Lead Institution: Mile Cross Primary School (on behalf of the group)
Partnership Name: North Norwich Cluster
Phase: Primary

Summary

This collaborative project arose out of the long established North Norwich Cluster Primary Learning Network which identified mathematics as an area for improvement. Initially, the Local Authority had direct input through the Numeracy Consultant, but when this support ended, the group continued to meet to plan and deliver CPD collectively. The over arching aims and targets are set by the Headteachers, but the mathematics coordinators take on responsibility for developing appropriate actions. The group discusses a wide range of CPD issues together, and invites in outside experts. Each coordinator then disseminates to her or his own school, and an annual activity directly impacts on a particular group of pupils.

Full Report
Lead Institution: Oldway Primary School, Torbay
Partnership Name: Torbay Schools
Phase: Primary and Secondary

Summary

Oldway Primary School has been involved in highly successful CPD focussing on ‘Lesson Study’.  This was initially developed as a cross phase project with schools in the South West Region, and later rolled out to schools in the Local Authority.  The Headteacher was seconded part-time by the LA as Head of School Leadership, providing further opportunity to extend the project to the whole authority.

Full Report
Lead Institution: Perryfields High School, Sandwell
Partnership Name: Perryfields Schools Partnership
Phase: Secondary

Summary

The senior management team and mathematics department support a range of schools within the LA and beyond to strengthen the effectiveness of their management and to reappraise practice in order to raise the standard of teaching and learning. The case study outlines the wide variety of support models to improve teaching and learning in mathematics. The models were negotiated and designed to meet the individual needs of the particular recipient school. A crucial characteristic of the support is that it aims to facilitate a positive influence by creating opportunities and building capacity. The impact of their support is regarded by the partner schools as substantial.

Full Report
Lead Institution: Soar Valley College, Leicester
Partnership Name: The Leicester Cuty Hub and Spoke Partnership 
Phase: Secondary

Summary

This ‘hub and spoke’ initiative was set up in 2007 to provide a forum for secondary school mathematics departments across the whole of Leicester.  Its aim was to enable mathematics teachers to work collaboratively to address CPD at a time when the future of the Local Authority was uncertain.  It is mainly funded by the Education Improvement Partnership (an initiative of local Headteachers) but with some Local Authority funding.  Soar Valley College, as the Specialist Mathematics and Computing College, sits at the hub leading this initiative,  CPD activities have been many and varied, ranging from specialist training for NQTs and TAs, to conferences where over 80% of the city’s secondary mathematics teachers shared a wide range of in-service training on current issues.

Full Report
Lead Institution: St. Ives School
Partnership Name: St. Ives Secondary Schools Partnership
Phase: Secondary

Summary

This collaboration, brought about by the isolation felt by each school resulting from its location within the country, has successfully enabled mathematics leaders in five secondary schools to share problems associated with a new mathematics examination at GCSE level, with joint solutions and a procedure for regular joint professional development.  Its impact on other subjects is generally positive.

Full Report
Lead Institution:Stourport High School and Sixth Form Centre
Partnership Name: Wyre Forest ContinU consortium
Phase: Secondary

Summary

The partnership schools have looked at ways to support each other and are currently using Wii technology to increase motivation in certain aspects of mathematics, particularly with disaffected pupils. The development meetings between participating schools are proving to be of major benefit and are attracting the involvement of some of the neighbouring primary schools.

Full Report
Lead Institution: Stratford upon Avon High School, Warwickshire
Partnership Name: Stratford upon Avon Schools
Phase: Primary and Secondary

Summary

Stratford High school has led teaching demonstrations with pupils identified as ‘improvers’. This project has resulted in: improved mathematics skills in pupils transferring to the senior school from the feeder primaries; improved and strengthen links with and between the feeder primaries; improved quality of support given by teaching assistants (TAs) in classrooms; improved support for assessment.

Full Report
Lead Institution: The Woodroffe School, Dorset
Partnership Name: Lyme Regis Pyramid
Phase: Primary and Secondary

Summary

This secondary/primary cross phase collaboration was initiated by the Head of Mathematics/AST. It is supported in principle by Head Teachers who meet termly as a ‘pyramid’. The project has been running for 3 years, using a variety of small funding mechanisms. The CPD is based on developing expertise and activities for key mathematics concepts as well as cross-phase appreciation and understanding based initially on the Standards Unit Resources and using cross-phase pairs and evaluation. The isolated geographic location of this group of Dorset schools has meant that they do not have access to professional development locally from higher education institutions and consequently look to each other for support and development.

Full Report
 
 


Comment on this item  
 
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item

Comments

 


There are no comments for this item yet...
Only registered users may comment. Log in to comment