Mathematics Numeracy Audit
Mathematics Numeracy Audit This audit is recommended for use in the following circumstances: 1. Schools in the Formal Intervention process 2. Schools identified as Closing the Gap schools 3. School addressing post-inspection issue(s) in mathematics-numeracy 4. Schools in the process of reviewing their 3-year School Development Plan 5. Schools where the Head of Mathematics has been recently appointed At all times the use of audit should align with the areas for development prioritised in the current School Development Plan. The audit has been designed so that a school may focus on a particular section or part thereof. Section Page A Planning 3 B Teaching & Learning 5 C Assessment 8 D Leadership and Management 10 2
Section A: PLANNING FOR MATHEMATICS This section of the document is intended to audit the effectiveness of the planning process. In just over two-fifths of departments, the scheme of work provided insufficient guidance to enable the teachers to plan effectively for learning and teaching. In particular, in over one-half of the departments, there was lack of sufficient detail on mathematical processes, ICT, mental mathematics and, importantly, how the provision could be differentiated to match the needs of the pupils. Follow-up to Better Mathematics October 2010 2.2 ii While there has been an improvement in addressing AFI 1, there remains a need to improve the quality of the scheme of work, not only by having them outline greater detail relating, in particular, to how the provision can be differentiated to meet the needs of all the pupils, but also by treating them as working documents that serve as a depository of best practice. Follow-up to Better Mathematics October 2010 2.3 PLANNING FOR MATHEMATICS All teachers use the agreed scheme of work when planning for learning and teaching The year 8 Scheme of Work (SoW) takes into account the skills and understanding achieved by the pupils in year 7 of their primary schools The SoW complements the GCSE and GCE specifications Opportunities are provided for teachers to plan collaboratively The SoW clearly identifies the following: learning intentions 3
mathematical processes ICT mental maths how provision can be differentiated to match pupil needs communication thinking skill and personal capabilities (TS &PC) resources assessment opportunities. Where additional mathematics support is available planning and communication takes place between the HoD, SENCO and class teacher. The scheme of work is a working document which is reviewed regularly and used to inform future planning. Further action: 4
Section B: TEACHING AND LEARNING This section of the document is intended to audit how effective the teaching is in promoting successful learning. Over the four years, there has been an improvement in the effectiveness of the teaching. The proportion of departments in which the overall effectiveness of teaching was evaluated as inadequate dropped to less than one-in-twenty in the most recent two-year period. However, in the same two-year period, there were still three-tenths of departments in which the overall effectiveness of the teaching was satisfactory, making one-third in total not good enough. Follow-up to Better Mathematics October 2010 3.1 Although there has been improvement in addressing AFI2, there is still a need to improve the quality of teaching through using appropriate AfL strategies and making the pupils more actively engaged in their learning, including being given the time to discuss their work with peers and reflect on their own thinking. Follow-up to Better Mathematics October 2010 3.3 TEACHING AND LEARNING Teachers provide a supportive classroom environment which is conducive to mathematical learning. Classroom and corridor displays provide a stimulating mathematical environment promoting Careers and the STEM agenda. Teachers share learning intentions with their pupils (AfL) Lessons provide sufficient pace and challenge to motivate and engage all pupils. Teachers take account of pupils prior learning and diverse needs. 5
TEACHING AND LEARNING Teachers use a range of learning and teaching strategies which are active and practical where appropriate. Teachers use effective questioning to enhance pupil learning Teachers make effective use of routine and incidental opportunities to promote mental maths. Teachers provide opportunities for pupils to think creatively take risks for learning and become increasingly independent learners. Learning opportunities support the development of the Cross-curricular Skills: Communication Using ICT Using Mathematics 6
TEACHING AND LEARNING Learning opportunities support the development of the Thinking Skills and Personal Capabilities: Plenary sessions are used to review and consolidate the learning. Further action: 7
Section C: ASSESSMENT This section of the document is intended to audit how effective the assessment for and of learning is in supporting the school improvement agenda. During the 2008-10 academic years, however, the teachers use of appropriate AfL strategies was an AFI in nearly two-thirds of the departments visited. Follow-up to Better Mathematics October 2010 3.2 vii ASSESSMENT An appropriate range of assessment strategies (AfL) are used in all classrooms. There is a consistent approach to the marking, recording and reporting of achievements in mathematics. Formative feedback is used to support the learning process. Opportunities are provided for teachers to discuss and review pupil assessment information. Pupils are given opportunities to evaluate their own and one another s work Pupils are given opportunities to evaluate their learning experiences 8
ASSESSMENT Standardised tests are used to support the setting of targets and tracking of individual pupil attainment Assessment outcomes are used to inform future planning. Further action: 9
Section D: LEADERSHIP AND MANAGEMENT This section of the document is intended to audit the implementation of the school improvement cycle as applied to mathematics-numeracy. Over the four years,there has been little improvement in the effectiveness of the monitoring and evaluation (including selfevaluation)and the degree to which it is leading to improvement: over two-fifths of the departments visited in the 2008-10 period demonstrated inadequate or unsatisfactory monitoring and evaluation leading to improvement. Follow-up to Better Mathematics October 2010 4.1 LEADERSHIP AND MANAGEMENT Pupil outcomes are regularly analysed and reviewed to ensure appropriate matching of pupil ability to examination entry level. Planning for mathematics-numeracy is based on evidence from internal audit/review and/or external inspection. The departmental action plan is drawn up collaboratively and progress monitored at departmental meetings All teachers who teach maths attend departmental meetings The quality of teaching and learning is on the agenda for departmental meetings Departmental meetings are used to agree and share best practice 10
Teachers of mathematics are supported in the self-evaluation process individually and departmentally Changes to bring about improvement are introduced as an outcome of the review and evaluation process. Further action: 11