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What has worked:Bringing ALS within dept with recruitment of a 'Lead English LSA' to specifically work with small groups of students not able to access the GCSE curriculum (requiring very basic literacy teaching instead).
Impact : Teachers can focus on the GCSE programme to suit all levels rather than try to teach a FS lesson in a GCSE class.  Students are more engaged -  attendance & behaviour improved.
Biggest challenge:
Recording  & setting of meaningful individual targets- the review and monitoring of these targets with no tutorial time scheduled for E&M  within the timetable.

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Biggest Challenge - Mark Holder - Maths Coordinator

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Biggest Challenge - Mark Holder - Maths Coordinator

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Engagement/attendance for GCSE students (some of whom will be getting a D for the fifth time in June!

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What works? - Mark Holder - Maths Coordinator

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What works? - Mark Holder - Maths Coordinator

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Implementation of PiXL-lite - the best bits of PiXL strategy including fine grading and walking talking Mocks. These strategies helped boost success rates from 25% to 43% in two years.

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Richard Allan - Head of English and Maths

Writing and implementing an English and maths strategy. To create a positive culture across college towards e and m, including management, staff, parents and students, as well as developing teaching and learning to drive an improvement in results.

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Richard Allan - Head of English and maths

We have introduced and organised a mock exam week where we will try to replicate the final exams as close as possible. Whilst the impact on students is yet to be seen, as they are scheduled to take place at the end of March, we have noticed a change in  culture in that study programme teachers have supported the process and e and m is taking precedence over classes that week. It is also helping an inexperienced e and m team understand the implications, organisation and management of the final exams in order to support students, especially those with specific learning support needs.

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Helen Williamson- Director Languages maths and Adult Studies.
We have introduced closer working relations with the vocational areas through themed weeks and combined display activities.

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Helen Williamson- Director Languages maths and Adult Studies.
My biggest challenge is changing the current organisational strategy of offering GCSE to all study programme learners. As the college is in an area where most local schools are failing, many learners come without basic maths and English skills. GCSE is therefore not meeting their needs.

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Paul Stannard  - Head of English, maths & science

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Paul Stannard  - Head of English, maths & science

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We've introduced attendance monitoring college wide to track attendance to M&E sessions. A central report is run at 10.30  & 14:00 to catch those who are not attending. It's too early to analyse whether it's had an impact or not.

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Paul Stannard - Head of English, maths & science

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Paul Stannard - Head of English, maths & science

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My biggest challenge is attendance. We have differentials in attendance between 6% - 20% of the college target which we're trting to close as effectively as possible.

Recruiting well qualified and resilient staff is also an issue. Timetabling and having autonomy to override the 'we always timetable this way' culture for curriculum departments has also been and continues to be a challenge.

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Emily - Prince's Trust
In terms of scale we need to be using embedded approaches and group work and the challenge is the range of learner stating points and attitudes.

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Emily - Prince's Trust
We introduced a requirement on our national 12 week Team Programme to formally measure start and end points in terms of English and maths. Whilst not perfect we are for the first time able to describe the needs of our young people in terms of their English and maths which has helped with funding, staff training and raising the profile of our work.

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Andy Terry - Functional Skills Curriculum Manager HMP Norwich.

Obviously it is essential that the teaching sessions meet the needs of the regime.  There are only two sessions per day - 3½hours in the morning and 3¼hours in the afternoon with one loo break per session.  Keeping learners engaged and motivated, and teacher fresh, focused and effective is very challenging indeed.

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Andy Terry - Functional Skills Curriculum Manager HMP Norwich.

Working in a city prison has its unique challenges. In general, offenders are at the very start or at the very end of their sentence, either way they are in education for a very short period before being moved on.  Booking scheduled exams is almost impossible, however, in collaboration with C&G we have arranged to hold a number of 'Pre-supply' exam papers securely on site. This enables an immediate response to the learners' situation and ensures their time isn't wasted in an attempt to secure a meaningful qualification. This can aid their rehabilitation opportunities.

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Katherine Doyle -Head of Department for English, Maths, ICT and ESOL

We have an extensive poster campaign around the college forEnglish and maths, focused on vocational areas and more general issues.
This term we have introduced a daily English and maths drop in study support session, which we deliver in our cafe.

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Rosie Sharp - Quality & Data Lead  for maths and English

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Rosie Sharp - Quality & Data Lead  for maths and English

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My biggest challenge is attendance to maths and English classes.

Although the college are really pushing a whole college approach there are particular (and some what predicatable) vocational areas that do not engage well.

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Rosie Sharp - Quality & Data Lead for maths and English.

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Rosie Sharp - Quality & Data Lead for maths and English.

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A strategy that I have implemented is Support ME sessions and Accelerate ME sessions for our students.

The Support ME sessions run daily and students can attend on a regular basis or just drop in, there is a lecturer available to assist them with any area of study that they feel they are struggling with.  Often the classes are very small so it is possible to have quality time with a member of staff.

The Accelerate ME sessions are for students that are performing well in class and wish to push themselves harder, go for that higher GCSE grade or achieve 2 levels of FS in one year.  Students have to be referred in to these sessions.

The ethos being that whatever stage the students are at, be it  struggling or over achieving there is support in place for them.

We haven't really been able to see any impact yet as this is relatively new but I am hopeful for a positive impact once we start getting exam results through.

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Written by Sam Day (Learning Manager of Science and Maths, this includes GCSE Maths resit)

My biggest challenge is changing the mindset that some staff have. My concern is that the mindset may be limiting.  Some of the staff teaching GCSE Maths believe that some of the learners are not capable of getting a C. They feel that the learner has already put great amounts of effort into achieving their Maths at school and came out with a D so do not feel that in one academic year doing 3 hours a week that this will change.

This academic year the senior leadership team has become more focussed on Maths and English which has its benefits with regards to a much better cross college approach however it impacts on my big challenge as I am regularly seeking information on how learners are doing from GCSE Maths teachers via the course manager.

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Written by Sam Day (Learning Manager of Science and Maths, this includes GCSE Maths resit)

One strategy that I have implemented at the start of this academic year is for GCSE Maths to have designated rooms containing a class set of tablets. This has meant that learners have felt more engaged in Maths through the use of the tablets. Learner voice that I have collected within lesson observations suggests that learners would rather practice maths questions on the tablets (we use activelearn). The learners and teachers like the fact then the sortware gives instant marking (ticks and crosses) which can then guide learners on what they are able to do and what they need to work on.

I will not know for sure if this has had an impact on outcomes until GCSE results day but so far it looks promising.

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Add (by double clicking anywhere on the padlet and typing) the biggest maths and English leadership challenge you are currently facing.

Annmarie, Joss, Sue, Anne & Claire

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jo.byrne2@gmail.com

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Add (by double clicking anywhere on the padlet and typing) a maths/ English curriculum innovation or strategy you have implemented which has had (or anticipated to) have a positive impact on learner outcomes in maths and English,  and briefly outline the evidence for that impact.

Annmarie Joss, Sue, Anne & Claire