Professional Documents
Culture Documents
Maths Action Plan 2019‐20
1.STUDENTS ATTAINMENT, PROGRESS AND LEARNING SKILLS (PS1)(1.1,1.2 &1.3 Attainment, Progress & Learning skills)
Maintain Outstanding Attainment and Progress in Phase 1 for Maths.
Leader: Head of Maths –Primary – Hema Fernandes
Maintain Very Good Attainment and raise Progress to Outstanding in Phase 2 for Maths.
SLT In charge: Elizabeth Jacob‐ HOPLD
To increase the use of problems that promote understanding of broad themes such as Measurement.
To develop in depth learning skills and raise students’ ability to communicate effectively and confidently.
Prioritised Objectives Actions Time Resources Success Criteria Monitoring Impact
Frame &
Evaluation
To maintain Extend students’ interpretation and March Time for PD/Modelling HOD,SID,HOK End of year data is
Outstanding applications skills of mathematical 2018 by outstanding Large majority of students in S,HOP secure, ongoing lesson
Attainment and concepts in integrated and diverse real ongoing practioners based on phase 2 achieve above monitor and observation data is being
Progress in Phase 1 life and/or unfamiliar context with identified needs. curriculum standards in Maths review evaluated.
for Maths continuous focus on Mental Maths, Reviewed SOW, and most students make better provision
Algebraic and Geometric skills across all Rubrics, Student IEP, than expected progress from (lesson
To maintain Very phases. ILP sheet, Data their starting points. observation,
Good Attainment Analysis Book look,
and raise Progress Time for lesson SOW, lesson
to Outstanding in observations and plans, data)
Phase 2 for Maths. feedback termly with
Team teaching prompt
Moderation time and action
networking across
phases in school and Internal Attainment and
other schools. Most students perform External examination
Embed robust AFL strategies with teachers May/June according to their potential in data trends are
rigorously monitoring all students progress and PTM Benchmark data, both internal and external improving for all year
students becoming responsible and independent analysis Internal data and assessments. groups.
learners 2018 monitoring sheets.
Internal EOY prediction : WA band‐Year 2‐65%
Assessments: WA band‐ Year 6‐ 70%
To use external
benchmark (CAT4, PTM) Ongoing
data to inform planning HOD,SID,HOK
and implementation to S,HOP
maximise potential. Maths Vocab building Most students perform monitor and
GAPS identified based on Baseline results: game‐ according to their potential in review
Numbers: http://www.math‐ both internal and external provision
Benchmark Assessments: Grouping play.com/1st‐grade‐ assessments. (lesson
(PTM/TIMSS/CAT4) vocabulary‐game/1st‐ observation,
1 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
Shape, Space & Measures grade‐vocabulary‐ Book look,
PHASE 1:FS Time‐ Reading time‐O’clock game.html SOW, lesson
To effectively plans, data)
analyse and use GAPS identified based on Internal results: termly with
internal data & Numbers: Ongoing prompt
baseline test to Count on from a given action
identify number(Add/subtract)
strengths and Identify own mathematical problems
gaps to inform solve and explain.
planning. Skip Counting Most students perform
according to their potential in
both internal and external
assessments.
HOD,SID,HOK
GAPS identified based on Internal results: Maths Vocab building Most students confidently & S,HOP
To solve word problems involving mixed game‐ consistently justify their findings monitor and High percentage of
operations. Ongoing http://www.math‐ using mathematical reasoning to review students in the advanced
PHASE 2: To tell the time to half hour on a clock play.com/1st‐grade‐ solve problems. provision International benchmark
and solve problems of time intervals. vocabulary‐game/1st‐ (lesson band.
Year 1 grade‐vocabulary‐ observation,
To effectively game.html Book look,
analyse and use SOW, lesson
internal data to Most students perform plans, data)
identify GAPS identified based on Internal results: according to their potential in termly with
strengths and Number‐ Fractions both internal and external prompt
gaps to inform Measurement‐ Time & Money assessments. action
planning. Problem Solving
Curriculum Modification based on internal data
analysis
Scheduled Revision lessons after SA2.
Year 2 SOW reviewed & extended period of 2
To effectively weeks for measures.
analyse and use Revisit & reinforcement of these HOD,SID,HOK
internal data to concepts in every term S,HOP
identify More real life based tasks‐In lessons & home Most students confidently monitor and
strengths and learning & consistently justify their review
gaps to inform findings to solve TIMSS provision
planning. style questions using (lesson
mathematical reasoning observation,
Curriculum Modification based on TIMSS Syllabus PBL/Game based independently in a range of Book look,
2019 Ongoing Learning /Inquiry situations. SOW, lesson
Number based Learning Most students can plans, data)
Problems involving odd & even numbers http://pblu.org/projects/th interpret the data and use termly with
Problem situations in context of real life. e‐tower‐garden‐challenge different approaches to prompt
Measurement & Geometry present the data. action
2 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
Perimeter of simple polygons May/June
Year 3 Properties of shapes including symmetry PTM Skilful questioning deepens
TIMSS: Data analysis thinking skills and supports
To integrate the Read and interpret data from line graphs 2018 understanding of all
TIMSS 2019 and pie charts students by providing Internal Attainment and
Mathematics opportunities to create. External examination
Framework into the Curriculum Modification based on TIMSS report Problem Solving‐ Stage 1 data trends are
SOW. and data analysis https://nrich.maths.or improving for all year
Lessons: g/13251 groups.
Starter/ Plenary ‐ Convince me Why? Activities to Most can use different
provide mathematical arguments to support their Maths Vocab building strategies and confidently
strategy or solution. Ongoing game‐ solve complex/2 step word
TIMSS style questions during the starter/plenary. http://www.math‐ problems. HOD, SID &
To modify the Home learning: play.com/1st‐grade‐ teachers
curriculum based on Survey style tasks(PBL)‐ vocabulary‐game/1st‐
TIMSS report and Conduct a survey, collect information, draw grade‐vocabulary‐
data analysis. inferences & present the data. Include game.html Most students use high
TIMSS style questions –as task/online quiz reasoning skills and logical
To embed high level Weekly routines systematic thinking to
of Mental Maths in Maths comprehension Task cards arrive at solutions to
unfamiliar and Maths Challenge Question MCQ‐ (Every Sun) ‐ problems set in a novel or
context. Word problem‐ simple & complex. unfamiliar situations.
TIMSS style questions.
Events:
To encourage students to enter Mathematical TIMSS style questions
Competitions e.g. STEM Olympiad, Maths quiz, Ongoing https://www.nfer.ac.uk/TI High percentage of
To develop a deeper WIN SPARKS MSS/sample‐questions.cfm students in the advanced
comprehension and PBL/Game based Learning /Inquiry based Most students perform International benchmark
inferential skills Learning in lessons and theme days/weeks. according to their potential in HOD,SID,HOK band.
both internal and external S,HOP
assessments. monitor and In YEAR 3 PTM:
GAPS identified based on PTM results: review Measurement strand
Curriculum Content Category: Number provision showed an increase of
&Measurement ‐ (lesson 7%.
Measurement‐Money observation,
I have a 50 p piece, a 20p piece, a 50 p Book look,
piece and two‐2p piece. How much do I Most students confidently & SOW, lesson
have altogether? TIMSS Mathematics consistently justify their findings plans, data)
Number‐ 4 operations framework using mathematical reasoning to termly with
Make addition calculation with the http://timssandpirls.bc.edu solve problems. prompt
Year 3 smallest possible number. /timss2019/frameworks/do action
PTM wnload‐center/#
To effectively Question wise analysis GAPS identified: Ongoing
analyse and use Measurement‐Money
PTM data to
3 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
identify Money based problem (How many 5p HOD, SID &
strengths and coins makes 25p?) teachers
gaps to inform Number‐ 4 operations monitor and
planning. Make the subtraction calculation with evaluate on
the largest possible number. monthly
Process Category: basis.
Maths Reasoning
Problem Solving SOW
evaluated
after revision
Curriculum Modification based on PTM data week and on
analysis: a termly
To modify the Scheduled 2 weeks Revision lessons. basis.
curriculum SOW reviewed & extended time frame. Most students confidently
based on PTM Revisit & reinforcement of these Ongoing & consistently justify their Evaluate
results and in concepts in every term findings to solve TIMSS opportunities
depth analysis. More real life based tasks‐In lessons & style questions using for real life
home learning mathematical reasoning connection in
independently in a range of lessons,
Enhance student engagement and situations. events, home
attainment through use of innovative learning.
strategies like Big Question, Convince Maths Vocab building
Me Why, Thinker Keys, Learning Menus game‐ Most students can
and Cootie Catchers http://www.math‐ interpret the data and use
play.com/4th‐grade‐ different approaches to
May/June vocabulary‐game/4th‐ present the data.
Curriculum Modification in SOW based on TIMSS PTM grade‐vocabulary‐
Syllabus 2019 analysis game.html
Year 4 In the Content Domain: 2018 Skilful questioning deepens Internal Attainment and
TIMSS: Number thinking skills and supports External examination
To integrate the Place value extended to 6 digits understanding of all data trends are
TIMSS 2019 Problems involving odd & numbers students by providing improving for all year
Mathematics Problem situations involving decimals opportunities to create. groups.
Framework into the with one or two places in context of
SOW. money HOD, SID &
Most students display skills teachers
Measurement & Geometry to critically think, solve,
Perimeter of polygons analyse & explain
Properties of shapes including rotational Ongoing problems in lessons.
symmetry
Data TIMSS style questions Most students use high
Read and interpret data from line graphs https://www.nfer.ac.uk/TI reasoning skills and logical
and pie charts MSS/sample‐questions.cfm systematic thinking to
arrive at solutions to
Ongoing
4 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
Curriculum Modification based on TIMSS report problems set in a novel or
To modify the and data analysis unfamiliar situations.
curriculum based on Lessons:
TIMSS report and Starter/ Plenary ‐ Convince me Why? Activities to TIMSS Mathematics
data analysis. provide mathematical arguments to support their framework
To embed high level strategy or solution. http://timssandpirls.bc.edu
of Mental Maths in TIMSS style questions during the starter/plenary. /timss2019/frameworks/do HOD, SID &
unfamiliar and Home learning: wnload‐center/# teachers
context. Survey style tasks(PBL)‐
Conduct a survey, collect information, draw
inferences & present the data. Include
To develop a deeper TIMSS style questions –as task/online quiz Ongoing
comprehension and Weekly routines
inferential skills Maths comprehension Task cards
Maths Challenge Question MCQ‐ (Every Sun) ‐ Most students perform High percentage of
Word problem‐ simple & complex. according to their potential in students in the advanced
TIMSS style questions. both internal and external International benchmark
Events: assessments. band.
To encourage students to enter Mathematical HOD,SID,HOK
Competitions e.g. STEM Olympiad, KENKEN, Maths S,HOP
quiz, WIN SPARKS monitor and In YEAR 4 PTM:
PBL/Game based Learning /Inquiry based Maths Vocab building review Measurement strand
Learning in lessons and theme days/weeks. game‐ provision showed an increase of
http://www.math‐ (lesson 6%.
play.com/3rd‐grade‐ observation,
vocabulary‐game/3rd‐ Book look,
grade‐vocabulary‐ Most students confidently SOW, lesson
Year 4 GAPS identified based on PTM results: game.html & consistently justify their plans, data)
PTM Curriculum Content Category: Measurement‐ findings to solve TIMSS termly with
To effectively Money based Ongoing Problem Solving‐ Stage 2 style questions using prompt
analyse and use I have twenty‐seven pence. I want to Real life based tasks mathematical reasoning action.
PTM data to spend thirty‐six. How much more money https://nrich.maths.org/pri independently in a range of
identify do I need? mary‐upper situations.
strengths and Geometry‐Properties of shapes
gaps to inform Click on a shape in which all the angles
planning. are right angle.
Question wise analysis GAPS identified:
Measurement‐ Money based Most students can
Money based problem interpret the data and use
To modify the (Click on the amounts which are equal to different approaches to
curriculum sixty pence?) present the data.
based on PTM Number‐Place value
results and in Which is the biggest number? Skilful questioning deepens
depth analysis. Process Category: thinking skills and supports
Problem solving understanding of all
5 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
students by providing
Curriculum Modification based on PTM data opportunities to create. HOD, SID &
analysis: teachers
Scheduled 2 weeks Revision lessons. Most students display skills
SOW reviewed & extended time frame. to critically think, solve,
Revisit & reinforcement of these TIMSS style questions analyse & explain
concepts in every term https://www.nfer.ac.uk/TI problems in lessons.
More real life based tasks‐In lessons & MSS/sample‐questions.cfm
home learning May/June Most students use high
Enhance student engagement and PTM reasoning skills and logical
attainment through use of innovative analysis systematic thinking to
strategies like Big Question, Convince 2018 arrive at solutions to
Me Why, Thinker Keys, Learning Menus problems set in a novel or
and Cootie Catchers unfamiliar situations.
TIMSS Mathematics Most students perform
Year 5 framework according to their potential in HOD, SID &
TIMSS: Curriculum Modification in SOW based on TIMSS http://timssandpirls.bc.edu both internal and external teachers Internal Attainment and
To integrate the Syllabus 2019 /timss2019/frameworks/do assessments. External examination
TIMSS 2019 In the Content Domain: wnload‐center/# data trends are
Mathematics Number improving for all year
Framework into the Simple equations groups.
SOW. Problem situations involving decimals Ongoing
with one or two places
Measurement & Geometry
Perimeter of polygons Most students perform
To modify the Volume filled with cubes according to their potential in
curriculum based on Properties of shapes including rotational both internal and external
TIMSS report and symmetry assessments.
data analysis. Data HOD, SID &
To embed high level Read and interpret data from line graphs teachers
of Mental Maths in and pie charts
unfamiliar and
context. Curriculum Modification based on TIMSS report
To develop a deeper and data analysis
comprehension and Lessons:
inferential skills. Starter/ Plenary ‐ Convince me Why? Activities to
Rigorous practice provide mathematical arguments to support their
and discussion of strategy or solution.
TIMSS questions TIMSS style questions during the starter/plenary.
with the present Home learning:
Year 5 for TIMSS Survey style tasks(PBL)‐
2019. Conduct a survey, collect information, draw High percentage of
inferences & present the data. Include Ongoing students in the advanced
TIMSS style questions –as task/online quiz
6 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
Weekly routines International benchmark
Maths comprehension Task cards band.
Maths Challenge Question MCQ‐ (Every Sun) ‐
Word problem‐ simple & complex. Maths Vocab building HOD,SID,HOK
TIMSS style questions. game‐ S,HOP
Events: http://www.math‐ monitor and In YEAR 5 PTM:
To encourage students to enter Mathematical play.com/3rd‐grade‐ review Measurement strand
Competitions e.g. STEM Olympiad, KENKEN, Maths vocabulary‐game/3rd‐ provision showed an increase of
quiz, WIN SPARKS grade‐vocabulary‐ (lesson 3%.
PBL/Game based Learning /Inquiry based game.html observation,
Learning in lessons and theme days/weeks. Book look,
Problem Solving‐ Stage 2 SOW, lesson
Real life based tasks plans, data)
Year 5 GAPS identified based on PTM results: https://nrich.maths.org/pri termly with
PTM Curriculum Content Category:Number‐Decimals mary‐upper prompt
To effectively Add one point one three and two point action
analyse and use zero two.
PTM data to What number is half way between two
identify point seven and four point seven?
strengths and
gaps to inform Geometry‐ Shape & Properties Ongoing
planning. Click on all the squares that are cut into 2
equal pieces. HOD, SID &
Which is the smallest angle? teachers
To modify the
curriculum Question wise analysis GAPS identified:
based on PTM Measurement‐Money:
results and in Calculate change‐involving decimals.
depth analysis. Bob spends 3 pounds sixty. He pays with
a 5 pound note. How much change does
he get?
Measurement‐Time Calculate time intervals.
A TV programme starts at ¼ past 4 ends
at ¼ past 6. How long did it last?
How many weeks are fifty‐six days?
There are 31 days in Aug. How many
days are there after the eighteenth of
Aug?
Number‐Place Value
Write in figures, four hundred and sixty
five, correct to the nearest hundred.
Tom has eighteen identical socks. How many pairs
of socks does he have?
7 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
Process Category: Most students confidently
Fluency in facts & Procedures & consistently justify their
Problem Solving findings to solve TIMSS
TIMSS style questions style questions using
Curriculum Modification based on PTM data https://www.nfer.ac.uk/TI mathematical reasoning
analysis: MSS/sample‐questions.cfm independently in a range of
Scheduled 2 weeks Revision lessons. situations.
SOW reviewed & extended time frame.
Revisit & reinforcement of these Most students can
concepts in every term interpret the data and use
More real life based tasks‐In lessons & different approaches to HOD, SID &
home learning present the data. teachers
Enhance student engagement and TIMSS Mathematics
attainment through use of innovative framework
strategies like Big Question, Convince http://timssandpirls.bc.edu
Me Why, Thinker Keys, Learning Menus /timss2019/frameworks/do Internal Attainment and
and Cootie Catchers wnload‐center/# Skilful questioning deepens External examination
thinking skills and supports data trends are
Year 6 understanding of all improving for all year
TIMSS: Curriculum Modification in SOW based on TIMSS students by providing groups.
To integrate the Syllabus 2019 opportunities to create.
TIMSS 2019 In the Content Domain: May/June
Mathematics Number PTM
Framework into the Problems involving odd & numbers analysis
SOW. Simple equations 2019 Most students display skills
Problem situations involving decimals to critically think, solve,
with one or two places analyse & explain
problems in lessons.
Measurement & Geometry
Perimeter of polygons
Volume filled with cubes
Properties of shapes including rotational
symmetry
Data Most students use high
Read and interpret data from line graphs Ongoing reasoning skills and logical HOD, SID &
and pie charts systematic thinking to teachers
To modify the arrive at solutions to
curriculum based on Curriculum Modification based on TIMSS report problems set in a novel or
TIMSS report and and data analysis unfamiliar situations.
data analysis. Lessons: In process of ensuring, all
To embed high level Starter/ Plenary ‐ Convince me Why? Activities to teachers have one to one
of Mental Maths in provide mathematical arguments to support their Girls are confident in counselling with each
unfamiliar and strategy or solution. presenting their findings child of end of year PT
context. TIMSS style questions during the starter/plenary. using mathematical
8 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
Home learning: reasoning independently in scores and new CAT4
To develop a deeper Survey style tasks(PBL)‐ a range of situations during scores.
comprehension and Conduct a survey, collect information, draw both lessons & events.
inferential skills inferences & present the data. Include
TIMSS style questions –as task/online quiz
Weekly routines
Maths comprehension Task cards May/June
Maths Challenge Question MCQ‐ (Every Sun) ‐ CAT4
Word problem‐ simple & complex. results Most students perform
TIMSS style questions. analysis according to their potential
Events: in both internal and High percentage of
To encourage students to enter Mathematical external assessments. students in the much
Competitions e.g. STEM Olympiad, KENKEN, Maths HOD,SID,HOK higher than expected
quiz, WIN SPARKS S,HOP level of attainment.
PBL/Game based Learning /Inquiry based Ongoing monitor and
Learning in lessons and theme days/weeks. review In YEAR 6 PTM:
provision Measurement strand
(lesson showed an increase of
Early intervention, close monitoring & follow up of Termly observation, 3%.
To bridge the 40 girls performance. Maths Vocab building Book look,
points gap identified Personalised strategies in place to engage and game‐ SOW, lesson
and ensure similar extend opportunities for girls largely. Lead & http://www.math‐ plans, data)
performance of boys present in lessons & events : Ongoing play.com/3rd‐grade‐ termly with
and girls. WIN sparks vocabulary‐game/3rd‐ prompt
Maths Quiz grade‐vocabulary‐ action
KEN KEN Competition game.html
Mental Maths Competition
Interhouse Maths Quiz
STEM Olympiad Students get efficient with mental
maths strategies and confidently
Year 6 GAPS identified based on PTM results: Ongoing display the same.
PTM Curriculum Content Category:
To effectively Ratio & proportion – HOD, SID &
analyse and use Scaling quantities up and down teachers
PTM data to I need 2 eggs to bake 6 cakes. How many
identify eggs do I need to bake 9 cakes? Problem Solving‐ Stage 2
strengths and Real life based tasks
gaps to inform Geometry: Shape & Properties https://nrich.maths.org/pri
planning. E.g., Two angles of a triangle measure 50 degrees mary‐upper
and 40 degrees. What does the third angle
measure?
Question wise analysis GAPS identified:
Number‐Decimals Applying their problem solving Quick Links to develop the Increased opportunities
skills to solve money based problems involving lesson fluency in seen for embedding
decimals. starters 1.3.1 and 1.3.3.
9 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
What is two point three add six point https://www.math‐
eight. salamanders.com/me
Type seventy‐six divided by ten as a Most students have secure
decimal. ntal‐maths‐tests.html knowledge of their starting
Type a Square number between twenty points through regular self‐
and thirty. marking using rubrics and
To modify the reflection of their own PT and
curriculum Measurement‐Money CAT4 results along with internal
based on PTM How many pence are there in 23 school assessments.
results and in pounds? My shopping bill comes to HOD,SID & all
CAT4 Reports teachers
depth analysis. 14.86.How much change shall I receive
(Year 4,5 & 6)
from a 20 pound note? All G&T pupils will show
accelerated progress and
Process Category: greater depth.
Fluency in facts & procedures
mental maths Q as a quick starter Lower achievers will make
Emphasise on using mental strategies for increased progress, narrowing
quick calculation CAT4 combination Reports their GAPS in the assessments
Curriculum Modification based on PTM data
analysis: Most students will be able to
Scheduled 2 weeks Revision lessons. use and apply their knowledge
SOW reviewed & extended time frame. and inquiry skills independently HOD,SID & all
Revisit & reinforcement of these teachers
concepts in every term (Year 4,5 & 6)
More real life based tasks‐In lessons &
home learning.
Enhance student engagement and
attainment through use of innovative
strategies like Big Question, Convince
Me Why, Thinker Keys, Learning Menus
and Cootie Catchers
CAT 4
To analyse & Large Majority of students
continue to Use the analysis to identify and provide demonstrate strong
effectively use appropriate challenge to support high achievers independent learning skills with
the CAT4 data and Gifted (CAT4 score of 125 & above) &Talented Link:http://www.teachhub sustained responsibility to apply
to identify with a TLP. Meeting parents accordingly to share .com/using‐differentiated‐ their learning to real life and HOD, SID &
groups and strategies and support that can work at home. instruction‐gifted‐learners make connections between teachers
provide early areas of learning for deeper
intervention. Identify lower achievers and provide appropriate meaningful learning.
support through personalisation and quality first
teaching. Involve parental support by revisit topics
identified as targets.
10 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
To personalise
lessons plans To use the quantitative, verbal, Non‐verbal &
using the spatial score to plan appropriate activities in line
student with the implications suggested to further enrich
implications learning.
and plan next
steps. GAPS in Verbal Skills abilities as per CAT 4
Focus: results–
Low Verbal Bias Strategies: Use of Visual media such as videos,
concept cartoons
Think pair share, group discussions
GAPS in reasoning Skills abilities as per CAT 4
results–
Strategies: Creating critical thinking questions
using Bloom’s taxonomy, thinking time.
Strengthen students’ learning skills
through: extended independent research
To embed and enquiry based learning with
learning skills sustained responsibility and ensure most
consistently students have secure knowledge of their
across phase 2 starting points and diligently work to
with greater ensure better than expected progress.
focus on 1.3.1
and 1.3.3. Coach students to be proactive in their
own learning and setting pace of
development by showing increasing
confidence in self‐review using the
rubrics by engaging in dialogue with
peer/teacher and setting next steps.
Embed opportunities for effective
collaboration in Maths lessons to ensure
students demonstrate high level of
reasoning, skills as independent thinkers
and learners.
Provide opportunities in Maths lessons
for students to apply their skills,
knowledge and understanding to
different context and real life situations
by enhancing opportunities for
innovation and enterprise within lessons
through STEAM style PBL.
11 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
2. QUALITY OF TEACHING AND ASSESSMENT (PS3) (3.1 Teaching for effective learning)
Ensure that lessons maintain a pace that allows all activities to be concluded and students’ understanding to
Leader: Head of Maths ‐Primary
be fully assessed and consolidated.
SLT In charge: Elizabeth Jacob‐ HOPLD
To improve the accuracy of assessments of higher levels of learning, especially in FS.
Prioritised Actions Time Resources Success Criteria Monitoring & Impact
Objectives Frame Evaluation
To improve the Ensure FS teachers skillfully look for learning, question and March Monitoring Most teachers confidently HODS and HOKS All teachers will
accuracy of challenge to build and assess depth of students’ understanding 2018 forms, IPPs and consistently deliver HOS, LAB members complete paired
assessments of and provide appropriate next step and targets. ongoing modelling, peer Very good with monitor and review observation with
higher levels of observation, outstanding features or provision (lesson either senior or middle
learning, team teaching. better lessons with observation, Book leader by end of
especially in FS. enhanced personalisation look, SOW, lesson term1.
PD sessions on and challenge based on plans, data) termly
To effective use Most teachers securely embed students’ mastery skills through effective use of effective use of all data with prompt
of time and scaffolding reflection and discussion time in lessons with varied data for impactful enabling excellent action. Very positive feedback
resources in opportunities for students to effectively communicate their personalisation. progress for all groups of on deeper
most lessons to learning with reasoned arguments students from their SENDCo, HODs, understanding of good
maximize Regular and starting point. HOKS and HOS or better lessons and
learning rigorous data Almost all teachers made monitor the how to look for and
Embed systems to share outstanding high quality teaching in analysis. progress and achieved provision through ensure learning /
Lessons include Maths to build consistency in high standard of T&L across phase 2. their targets identified in lesson progress in lesson.
impactful AFL Regular practices across all subjects to share outstanding learning PD and sharing IPP and rigorous support observations, Book
with teachers in lessons (videos, work samples, peer observations). best practices on in place. looks, personalised
confidently using Focussed cross phase outstanding practices across FS & KS1. effective All groups of students lesson plans, IEPs ‐ Understanding of all
data to In lower KS2 consistency in use of benchmark data – Use of CAT4 personalisation make outstanding termly with prompt data is getting deeper,
personalize, /PTM data. and appropriate progress in most lessons action however use of data to
adjusting HODs teaching and support provided to the identified group. challenge due to personalised personalize is variable
teaching In upper kS2 –Year 5 & 6 use of ICT & innovation in lessons‐Big IEPs, ALPs, TLPs, support and stretched HODs, HOKS, DHOS and support is being
strategies so all Question, Can you convince me Why? ILPs ,MOM. challenge to maximise and VP to put in place promptly
ability make the All teachers to have at least one paired Maths observation with a their potential across all accurately identify through Big Question,
best possible senior or middle leader to establish clarity on good or better phases. and Convince Me Why,
progress and learning in lessons. All G&T students identified monitor the Thinker Keys, Learning
embed mastery with rigorous and effective provision for G&T Menus and Cootie
skills Ensure that most teachers have secure understanding and use of data and lesson through lesson Catchers
effectively use all internal and benchmark data to personalise observations. observations, Book Ongoing monitoring
support and appropriate challenge for all students‐SEND ,G&T Almost all G&T students looks, personalised and support.
from their starting points to meet their specific needs and make are effectively engaged lesson plans, TLPs‐
better than expected progress and challenged in lessons termly with prompt
and make progress from action SEND and G&T lists
To embed their starting points. under review again
consistency in after CAT4
12 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
outstanding All identified acceptable and good teachers have IPP and assessments and 6
teaching and timetabled support to raise T&L and effective personalisation weeks of induction for
assessment based on data in their lessons. all students.
practices.
Embed outstanding AfL strategies and build rigour in moderation
To ensure all of assessments and measuring progress in lessons through
teachers across effective use of rubrics and high quality diagnostic feedback.
phases have
secure Setting high expectations at the start of the year and buddy
understanding support in place for the identified teachers.
of assessment
data and use it Ensure all assessment data and lesson observation is used most
most effectively effectively to identify all students who are academically G and T in
for plan and Phase 2.
deliver to meet
the needs of all Ensure high levels of personalised challenge, enrichment,
students. extension and acceleration opportunities for G and T students in
all lessons.
To enhance G& T list reviewed and Gifted in non‐verbal, spatial identified and
personalised supported appropriately.
support and
challenge for all
groups of
students.
13 – Reviewed as on 13th October 2019 Reading Focus :
Primary Maths Action Plan 2019‐20
3. LEADERSHIP AND MANAGEMENT (PS6)
Leader: Head of Maths ‐Primary
Improve the effectiveness of leadership through clear communication of expectations, monitoring, and
SLT In charge: Elizabeth Jacob‐ HOPLD
moderation in Maths.
Prioritised Objectives Actions Time Resources Success Criteria Monitoring & Impact
Frame Evaluation
To raise Specific tasks and duties allotted to March Sharing outstanding Rigorous Monitoring – paired HOD,SID,HOKS & Strategic actions like
Effectiveness of SID as a part of succession planning: 2018 samples of SEF and observations and impact HOP paired observations
Leadership and ongoing action plans. evaluation enabling with new teachers,
Self Evaluation improved student outcomes Individual progress
and improvement across all phases. Plan are ongoing
planning to Work with SID and evaluate both and rigour in
outstanding. internal and external data and Continued improvement monitoring impact
accurately analyse and bridge the over time and improving and prompt support
identified gaps. trends of PT results. is enabled.
Encourage SID to plan, Maths Positive outcomes
planners lead events and activities of all the rigour and
and evaluate as WWW and EBI. monitoring has
improved T&L and
use of assessment
Build rigour and consistency in data hence,
accurate evaluation and monitoring of outstanding student
actions and to ensure accurate outcomes.
evaluation of teaching and learning in
relation to students’ achievements. Work in progress
now for new cohort
for 2018‐19 and
rigour in place for
monitoring highest
standards and
support in place.
14 – Reviewed as on 13th October 2019 Reading Focus :