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Add by clicking on the 'plus' sign  the biggest maths and/or English leadership challenge you are currently facing.

Thanks
Annmarie, Joss, Sue and Anne

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Add by clicking on the 'plus' sign 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/or English. Do briefly outline your evidence. Don’t forget to add your name.Annmarie, Joss, Sue and Anne

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Add by clicking on the 'plus' sign 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/or English. Do briefly outline your evidence. Don’t forget to add your name.Annmarie, Joss, Sue and Anne

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Any queries email: tanikalison@gmail.com

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We have been using the Ascentis Stepping Stone qualifications to plug any gaps with our learners after diagnostic assessment. These are mainly used with those learners in the community who are returning to a learning environment after a long absence and need something that is manageable and builds their confidence.  They have therefore found the transition into a Functional Skills programme less worrying for them and it goes some way to retaining them in class. Marie @ Learn Devon

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Keeping learners is one of our main challenges. We work mainly with learners in the community who may have been absent from education for a long time, they may have bad experiences of education, be long term unemployed etc. Marie @Learn Devon.

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Integrating M+E into Apprentices programmes. 

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Integrating M+E into Apprentices programmes. 

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They need to be included so that an Apprentice tutor can include into overall subject to save  on sending individual work and 1:1 sessions

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Our biggest challenge is integrating Maths and English into apprenticeship resources and educating tutors to use the resources with learners. The learners are based around the country so the problem we face is supporting the learners effectively while still working remotely. 

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Our biggest challenge is integrating Maths and English into apprenticeship resources and educating tutors to use the resources with learners. The learners are based around the country so the problem we face is supporting the learners effectively while still working remotely. 

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Pete

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The most productive strategy that I have personally implemented is to have one person contact with all apprentices  for the functional skills elements.   It has increased out apprentice participation  and pass rates.  This 1:1 contact right from induction through to course completion  allows for the  tutor to assess the use of both online and paper based exams and resources. this creates an overall better learning experience.   Helen

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The most productive strategy that I have personally implemented is to have one person contact with all apprentices  for the functional skills elements.   It has increased out apprentice participation  and pass rates.  This 1:1 contact right from induction through to course completion  allows for the  tutor to assess the use of both online and paper based exams and resources. this creates an overall better learning experience.   Helen

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In a previous role we developed interactive resources for classroom based delivery for I.T level 2. This worked succesfully and led to members of the staff in the workplace being trained to deliver the training and supporting staff in the workplace reducing the need for assessors and tutors to be on site. 

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In a previous role we developed interactive resources for classroom based delivery for I.T level 2. This worked succesfully and led to members of the staff in the workplace being trained to deliver the training and supporting staff in the workplace reducing the need for assessors and tutors to be on site. 

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Pete.

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The introduction of Ascentis E3 Stepping Stones portfolio build units have allowed the English curriculum to broaden and move away from just final assessments.  This has enabled those learners anxious about assessments to continue to learn and to grow in confidence.

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The introduction of Ascentis E3 Stepping Stones portfolio build units have allowed the English curriculum to broaden and move away from just final assessments.  This has enabled those learners anxious about assessments to continue to learn and to grow in confidence.

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Biggest challenge currently is retention between assessment and getting a learner into the classroom.  

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Biggest challenge currently is retention between assessment and getting a learner into the classroom.  

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At B&FC we doing initial and diagnostic assessments with all new students to ensure they start on the correct level. We then increase the difficulty of M&E content over the academic year. This ensures students have a positive experience with maths and English and the outcome is they achieve a City and Guilds Qualification in Functional Skills or Edexcel GCSE qualification that they are proud of. Alot of Active learning takes place within sessions to ensure engagement within sessions. Students who do not attend access session via Google Classroom or Nearpod. Again this has a positive impact on retaining students which in turn has a positive outcome on the learners outcome.

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The biggest challenge is the initial engagement of the students, as well as breaking down initial fears and negative experiences students have had towards Maths and English.

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Integration of M&E in voc sessions (for FT students)

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Integration of M&E in voc sessions (for FT students)

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We have made it a priority over the past few years to train vocational staff alongside M&E staff in how to deliver key M&E skills within vocational classrooms. We do this though delivery of L2 Functional M&E for staff who don't already hold quals, or whose skills are out of date. We also have flipped learning M&E sessions during staff training days to give staff time to develop their own skills and plan classroom-based activities.

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Retention on Adult FSE and FSM programmes

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Retention on Adult FSE and FSM programmes

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This impacts on both Community and college based classes which in turn impacts on achievement rates.

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Introducing GCSE with E3 and L1 FT students

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Introducing GCSE with E3 and L1 FT students

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We have started delivering GCSE to the vast majority of FT students this year.  The challenges within this are developing resources to introduce the curriculum appropriately, changing attitudes and expectations of results, how to manage the hit on high grade achievement.

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Out target is to get attendance in M and E to match attendance in vocational classes. Not quite there yet but by getting vocational staff on board, Learning Coach and attendance officer all chasing attendance improvements are being made.

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Attendance on GCSE Maths retake courses. They have to be there as a funding requirement but don't want to be there so they just don't turn up

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Attendance on GCSE Maths retake courses. They have to be there as a funding requirement but don't want to be there so they just don't turn up

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On our A level Maths courses we have updated our resources to be more challenging, most staff have been on FMSP training specific to A level Maths and  we have developed better processes for tracking student progress through the year. This will have partly contributed to our ALPS grade improving from a 6 to a 3.

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On our A level Maths courses we have updated our resources to be more challenging, most staff have been on FMSP training specific to A level Maths and  we have developed better processes for tracking student progress through the year. This will have partly contributed to our ALPS grade improving from a 6 to a 3.

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Abingdon and Witney College. Introduction of specialist E&M Instructors and E&M LSAs in lessons.  The instructors are specialist in either English or maths.  Responsibilities of instructors are to identify EHCP students and students with learning needs.  Support and access arrangements are therefore consistent across all of the classes.  The Instructors and LSAs only work across the E&M faculty and are not cross college.  One benefit of this is that the students become used to the same members of staff in their lessons creating strong relationships.  Instructors know what is being covered in class and are able to reinforce learning in the clinics.

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Abingdon and Witney College. Introduction of specialist E&M Instructors and E&M LSAs in lessons.  The instructors are specialist in either English or maths.  Responsibilities of instructors are to identify EHCP students and students with learning needs.  Support and access arrangements are therefore consistent across all of the classes.  The Instructors and LSAs only work across the E&M faculty and are not cross college.  One benefit of this is that the students become used to the same members of staff in their lessons creating strong relationships.  Instructors know what is being covered in class and are able to reinforce learning in the clinics.

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Abingdon and Witney College.  Retention in 19+ classes are a real problem.  We have tried several different strategies, but none seem to have any real impact.

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Abingdon and Witney College.  Retention in 19+ classes are a real problem.  We have tried several different strategies, but none seem to have any real impact.

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Our FS team at Havering all have Friday afternoon as a free session. They use this time to communally prep and amend schemes of work. Positive impact on team building, quality of lessons and workload.

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We have identified these two vocational areas as needing significant improvement in attendance rates. To this end, we've employed an attendance and retention officer who started in September. I would like to investigate her impact and develop strategies for her to work with.

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We have designed our own Maths and English assessments which students complete at interview. After the interviews these are marked and given a GCSE grade. These are accurate and  have allowed us to plan our delivery earlier and better identify the level at which students are working. We are also currently designing a way of recording assessments and progress in the hope to better track and support our students.

Emily and Laura @ Develop

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Working across different sites means adapting to many different ways of working and very diverse student groups. We are currently trying to standardise our approach and resources. However, we are experiencing some problems with staff expectations and skill levels, conflicts with management requirements, and policy. For example, there are currently 4 different scheme of work templates, but very few members of staff are working from a complete and detailed scheme of work. We are meeting conflict from staff as they are concerned about change; they seem to either expect that they are being told what to teach and so will not need to plan or cover their own lessons, or prefer to work from a more familiar scheme to them which is not standardised. Our goal in this endeavour is to simply guarantee full coverage of the curriculum as well as mitigate any disruption caused by staff shortages by having a clearly planned scheme of work with available lessons and resources.

Emily and Laura @ Develop

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The introduction of our E&MAE (English & Maths are EVERYWHERE) project to raise awareness, acceptance and involvement of English and Maths in our everyday lives. The hope is that ALL college students and staff will get involved and students studying FS will see the point of it all, attend more and have better achievement rates.

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The introduction of our E&MAE (English & Maths are EVERYWHERE) project to raise awareness, acceptance and involvement of English and Maths in our everyday lives. The hope is that ALL college students and staff will get involved and students studying FS will see the point of it all, attend more and have better achievement rates.

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Streaming and timetabling of classes to fit in with the curriculum areas.

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Streaming and timetabling of classes to fit in with the curriculum areas.

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In March  2018 I was asked to change roles within my organisation.  Up until that point I had been working with literacy classes and things were going well and I was pleased with the progress my learners were making.  However as there were more Syrian refugees arriving on the Wirral I was moved back to teaching ESOL.  As I am an ESOL specialist as well as a literacy teacher that wasn't a problem, however these were very low level (pre-entry learners) and this was a huge challenge.   Some of the learners had very limited literacy skills in their own language and many had had little and/ or a disrupted education.  Most had left school by year 9 and many only had one year of secondary education.  I therefore had to devise a scheme of work and resources that would help these learners.  I had to start with the basics.  They had to be taught the alphabet not only how say, understand and read it but also how to write the letters which were alien them as there were not used to the Latin script. Some had difficulty holding a pen!  I had to think of ways to make the language accessible so that they could understand and I also had to teach them how to learn.  I created lots of flashcards and I devised games to help make their learning journey more fun.  I made memory games to consolidate the vocabulary we had learnt and we played bingo with a variety of different categories, not just numbers, as a fun way to practice and improve their listening skills.  Some were quite traumatised from their experiences and/or had issues they had to deal with here in the UK, problems with their children's school, their housing or the job centre and their benefit payments etc.It was therefore very important to create a very safe, stable  and welcoming learning environment where the learners could make good progress and slowly adapt to life in Britain.  

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In March  2018 I was asked to change roles within my organisation.  Up until that point I had been working with literacy classes and things were going well and I was pleased with the progress my learners were making.  However as there were more Syrian refugees arriving on the Wirral I was moved back to teaching ESOL.  As I am an ESOL specialist as well as a literacy teacher that wasn't a problem, however these were very low level (pre-entry learners) and this was a huge challenge.   Some of the learners had very limited literacy skills in their own language and many had had little and/ or a disrupted education.  Most had left school by year 9 and many only had one year of secondary education.  I therefore had to devise a scheme of work and resources that would help these learners.  I had to start with the basics.  They had to be taught the alphabet not only how say, understand and read it but also how to write the letters which were alien them as there were not used to the Latin script. Some had difficulty holding a pen!  I had to think of ways to make the language accessible so that they could understand and I also had to teach them how to learn.  I created lots of flashcards and I devised games to help make their learning journey more fun.  I made memory games to consolidate the vocabulary we had learnt and we played bingo with a variety of different categories, not just numbers, as a fun way to practice and improve their listening skills.  Some were quite traumatised from their experiences and/or had issues they had to deal with here in the UK, problems with their children's school, their housing or the job centre and their benefit payments etc.It was therefore very important to create a very safe, stable  and welcoming learning environment where the learners could make good progress and slowly adapt to life in Britain.  

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Myra McVey-Arrich

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As many of the refugees have had such a disrupted education many of them have not really been taught how to learn i.e. how to study, retain, use and manipulate the language they have learnt.  The idea of learning vocabulary is something they can't, don't or won't do, I am not sure which.  The net result is that they go home and speak Arabic again and the their learning journey is therefore much harder and everything takes longer.

Myra McVey-Arrich

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We have introduced C G P books to support learning within the classroom. As yet, it is too soon to judge the benefit of this intervention. Tutors have spent time developing and reviewing the Scheme of Work in order to ensure it covers all the course criteria. Best practice is being shared between tutors and prisons.

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Working with colleagues to plan schemes containing units which are taught across Step Up, Improve your maths and FS courses which allow learners to move between different courses.

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Encouraging learners on Family learning courses to progress to Improve your maths/Functional skills courses.
Jill

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RESULTS!!! Percentage gap between Level 1 and Level 2 achievement is unacceptable, according to OFSTED. Also learner engagement and buy -in is problematic.

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Attendance and retention of learners in an adult and community learning setting is one of our difficulties.  The learners we are seeing come with varying life challenges/family/health issues which can all impact on their attendance and ultimately impact on whether they complete the courses (F/Skills in particular).

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Attendance and retention of learners in an adult and community learning setting is one of our difficulties.  The learners we are seeing come with varying life challenges/family/health issues which can all impact on their attendance and ultimately impact on whether they complete the courses (F/Skills in particular).

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T&W Council

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Our learners' learning plans are tailored to their individual needs so that each learner has an individual planned end date for their programme of learning.  We recognise that different learners work at different rates, progress at different rates, have different strengths and we work with them to support their achievements.

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Our learners' learning plans are tailored to their individual needs so that each learner has an individual planned end date for their programme of learning.  We recognise that different learners work at different rates, progress at different rates, have different strengths and we work with them to support their achievements.

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T&W council

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We have remodelled the format of our lessons for GCSE, Functional skills and core 3 maths. We now use the 6 R's format - Routine, Recall, Revise, Repeat, Ready and Reflect. This has increased learner engagement and pace of lessons.

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We have remodelled the format of our lessons for GCSE, Functional skills and core 3 maths. We now use the 6 R's format - Routine, Recall, Revise, Repeat, Ready and Reflect. This has increased learner engagement and pace of lessons.

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Reaseheath College.

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Our biggest challenge is showing the impact of intervention and cross college Maths and English development (in year). Also we feel 3 hours a week isn't enough time to have the impact we want with our FE learners.

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Our biggest challenge is showing the impact of intervention and cross college Maths and English development (in year). Also we feel 3 hours a week isn't enough time to have the impact we want with our FE learners.

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Reaseheath College.

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The last few years have been a rough time for my team and they have become understandably dejected. I started at the end of 17/18 and fully understood the state of the college.

However, one of my biggest difficulties (especially in the English team for some reason) is to get them to be positive out the learners. They have a very negative attitude towards them and openly discuss how poor they are and how unlikely they are to pass.

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There is an expectation that the learner should want to succeed and should therefore be self-motivated to learn. I have worked in M&E long enough to know that even our best learners are coming from a foundation of not passing, of thinking of themselves as failures.

I and my team need to find new and innovative ways to encourage the learners (easier said than done when considering my previous comment).

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Something I feel very strongly about is tracking student progress. Not just to demonstrate to SLT and Ofsted but also to help show the learners that they are making progress. This is especially true for those learners that are potentially only likely to make in-grade progression.

We are not completely there yet and would greatly welcome suggestions towards this.

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Reader 1: Creating Spaces to Think in Further Education and Training

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Reader 1: Creating Spaces to Think in Further Education and Training

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Reader 2: Improving Level 2 English and maths outcomes for 16-18 year olds Literature review 

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Reader 2: Improving Level 2 English and maths outcomes for 16-18 year olds Literature review 

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Reader 3 - 16-18_Literature_Review (pages 1-17)

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Reader 3: Retention & Success in Maths and English: A Practitioner's Guide to Applying Behavioural Insights 

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Reader 3: Retention & Success in Maths and English: A Practitioner's Guide to Applying Behavioural Insights 

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Reader 2 - Behavioural Insights Guide (page 1-32)

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Four handouts containing lots and lots of strategies used by your peers across cohorts 1-6. we used them in the ecologies of practice activity we did first thing in the morning of day 1.

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Four handouts containing lots and lots of strategies used by your peers across cohorts 1-6. we used them in the ecologies of practice activity we did first thing in the morning of day 1.

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Resources to support small scale action research projects

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Resources to support small scale action research projects

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Below are a range of resources and templates to support delegates to undertake small- scale action research projects.
Resources and Guidance - Action Research eCPD module
If you are new to action research or want a quick refresher, access this Action Research eCPD module. You can learn about action research approaches and identify steps to plan and implement action research cycles. It's also an excellent resource to support your practitioners when introducing action research to improve practice in a systematic and evidence based way. It also includes downloadable proformas i.e. example action plans ( one and two), example ethics and consent form, example research plans ( one and two), self assessment tool and guidance etc.
Reporting - Multimodal Research and Reporting eGuide
You can use a simple reporting template to disseminate your research findings (see example on pages 44 & 45) or you can use a 'multimodal' reporting format. Do you want to use a multimodal reporting format and not sure how to? This 'Multi-modal Research and Reporting' e-Guide is a must read. The Guide will help you design multi-modal research approaches and reports, such as videos, blogs or written accounts with interactive graphics. The eGuide has proved extremely effective, not only in supporting practitioners to plan their research/ reporting techniques but in raising confidence in using these techniques during teaching. The Guide is a brilliant, easy to access resource which your teachers can also use to explore and implement digital approaches in their practice with learners.
Ethical Guidelines for British Education Research
BERA Guidance (4th edition, 2018) as signposted on day 2
Action Research Projects
Browse here to see a range of multimodal reports disseminating action research project findings. Reports are categorised by subject i.e. maths and English, achievement & progression, assessment, employers, inclusive learning, learning goals and technology.

www.practitionerledactionresearch.com* hosts resources to support practitioners every step of the way to carry out action research and is home to over 63 practitioner-led action research project findings. It also helps you as a 'Action Research Lead' to train and facilitate action research CPD across teams or across the organisation - see the session plans and accompanying resources.

*All the resources mentioned in this guidance are hosted on www.practitionerledactionresearch.com

Keep in touch with your cohort via the Edmodo Group - www.edmodo.com It's worth downloading the app on your phone.

Keep in touch with your project mentor for 1:1 project support for your action research project.

Download this guidance in a two page flyer.

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Below are a range of resources and templates to support delegates to undertake small- scale action research projects. Resources and Guidance - Action Research eCPD module If you are new to action research or want a quick refresher, access this Action Research eCPD module. You can learn about action research approaches and identify steps to...

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Leading M&E PPt DAY 3_Cohort 6_08.09.19 FINAL

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Effective Practice Guideline in maths and English assessment and tracking flyer 

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Effective Practice Guideline in maths and English assessment and tracking flyer 

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Assessment for Learning - Effective Practice Guidelines | Excellence Gateway

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Getting initial, diagnostic and formative assessment right is critical to improve learner motivation, engagement and achievement. These 12 Effective Practice Guidelines have been co-created with the sector.