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At St Thomas More we are looking to develop strategies for improving Arithmetic across the school.

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incorporate at the beginning of a lesson and use throughout the unit
display on working walls

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Developing a way of children expressing their thoughts through correct sentence stems and vocabulary is something we have identified as a next step.

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WHY - Initial trial in year 6 has been successful so looking to move out across the school.
HOW - look at timetabling with SLT to allow split lessons to take place. Coaching sessions for year 3 to watch year 6 and how split lessons are taught.

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-lesson structure and ensuring lessons begin with mental arithmetic practise
-use of whiteboards within lessons so that all children can show answers and teachers can assess where children are continually (moving away from written and in books AFL's at the start of lessons)
-developing vocabulary across the school
-improving pace and engagement

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Lower pitch at the start of lessons and build throughout the lesson and series of lessons

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Lower pitch at the start of lessons and build throughout the lesson and series of lessons

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Pace throughout the lesson
Knowledge of previous year groups
teachers preparation

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Not all staff have a strong understanding of the various representations and structures in maths. When Craig visits, we'll review where we are and possible next steps to form an action plan. The following week I am due to hold a staff meeting which builds on what Craig and I observe. I will put together a clear subject knowledge organiser to demonstrate how the CPA approach progresses for different structures.
From there, school mentors and ECT's will have opportunities to observe strong CPA practice taking place in class.
The idea is to move away from finding the answer and see the purpose behind the maths that they do.

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WHY - helps with maths vocabulary which is an area of weakness in the school and can help for children of all abilities to understand new and challenging concepts.
HOW - Lead teacher to share concept with staff. Look at current resources in school to see example. Trail for the next topic taught a stem sentence that can be used across a series of lessons

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-time being wasted in lessons
-poor engagement from children and children looking lost in lessons
-children know the method but cannot use other skills to make maths questions 'easier' for themselves to solve

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What? Year 5 to explore the possibility of split lessons, at least 3 x per week.

Why? Heard positive feedback from another school within this TRG.

How? Andy will re-adjust the Year 5 timetable to accommodate this. Fi will support if needed.

What? Whole school to work on the use of sentence stems to visually support pupils.

Why? Will embed and reinforce what is being taught.

How? Identify opportunities during planning. Use sentence strips on the Working Wall.

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Use of White Rose resources and training
Going to see other teachers and sharing good practice

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WHY - new changes such as use of white rose resources/CPA/more focus on the how and why, have been introduced over the past few months and teachers needs time to embed them in daily practise.
HOW - monitoring and coaching sessions for staff with more confident teachers to help with subject knowledge. Reminders from maths lead about expectations for maths in the school.

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What? Use Power Maths books to introduce lesson starters of Discover Together questions.

Why? To create opportunities for collaborative working and AfL.

How? Use the ideas in the Power Maths books to create own Discover Together questions on A3 sheets for children to use in small groups.

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-CPD session on structure of the maths lessons
-all classes given enough physical resources as well as an overview on what sections of mental arithmetic to focus on
-baseline assessments completed to ensure teachers correctly pitch the sessions and can address any gaps
-encouragement of teachers to move around their classrooms to see how children are doing and support next steps etc

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What? Introduce mixed ability seating in ALL classes

Why? Creates greater opportunities for discussion and support of less able. Encourages more able to articulate their reasoning and shows their mastery.

How? Lead by example - Year 6 have used mixed ability for a long time - others now need to join in.

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What? Create a greater focus on introducing key maths vocabulary.

Why? Ensure correct vocabulary is being used across the school and AfL opportunities.

How? Generic Vocabulary Sorter created for staff to use/adapt to their children's needs. Vocabulary to be used from Power Maths books.