# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
HA - manipulatives, structure, stem sentences (Spr1)

# data[].attributes.subject
HA - manipulatives, structure, stem sentences (Spr1)

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
HA - manipulatives, structure, sentence stems (Aut2)

# data[].attributes.subject
HA - manipulatives, structure, sentence stems (Aut2)

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.headline
How has planning and QA supported your development?

# data[].attributes.subject
How has planning and QA supported your development?

# data[].attributes.body
• Having a planning day where we can meet across schools has been beneficial for sharing ideas and other teacher's experiences of the maths planning.
• Having the protected time during the maths planning day has enabled me to focus solely on maths planning during this times meaning I feel I have been able to do a more thorough job on the planning.
• Having the planning day with the maths lead means I've been able to address any misconceptions in that moment rather than leaving it and having a greater amount to edit when it is QA.
• The feedback for QA has enabled me to be more evaluative in my planning and think more thoroughly about the process from concrete to abstract and the small steps.
• The feedback has been really helpful as the way it has been delivered has been in sizeable chunks and colour coded for priority meaning it hasn't been overwhelming, but rather a positive experience that I have been able to learn from and ensure I use that learning on the next half term of slides.
• I feel that QA at HPA has meant that I am confident to pick up the planning and teach from it knowing it will meet the needs of the children and have the appropriate steps required to enable the children to meet the objective.
• I feel that looking at my QA feedback over the last 3 half terms I have planned, it is evident to me that I have developed my planning practice through this process and I am a lot more confident in my understanding and knowledge to be able to effectively plan and deliver the maths mastery curriculum.
• Having a colour coded feedback system has removed barriers for my own learning and allowed me to focus on the feedback and how to develop rather than focusing on the amount of edits / words and not really comprehending the 'why' of the edits.

# data[].attributes.headline
How has planning NB supported your development?

# data[].attributes.subject
How has planning NB supported your development?

# data[].attributes.body
Planning NB together with the maths lead has been a positive process. It has reassured me about the decisions I am making and has ensured that the planning is effective.

By doing it with the maths lead I think I have gained a lot of maths knowledge and insight into the process and thinking when creating questions.

Working with the maths lead for NB planning has significantly removed a lot of barriers personally for me. Where I would normally struggle with needing reassurance and remaining focused / on task and becoming confused and overwhelmed when I am unable to structure/organise or prioritise myself, by having the maths leads support, it has meant I haven't had those barriers but instead been able to focus on just the maths itself.

By being able to get instant feedback and develop an understanding of the process I feel this has meant I have been able to plan with the maths lead much quicker and more effectively.

Planning with the maths lead has developed my understanding of the data we use.

Planning with the maths lead has developed my understanding of the 'why' for number basics planning.

My ability to identify priorities and target areas of weakness from the data has improved.

Basically, it's an extremely helpful process and I am learning a lot each time and it is far more effective than if I did it on my own as I would spend days on it and it wouldn't be as good.