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Leading Subject Specific, Departmental PD

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Leading Subject Specific, Departmental PD

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Responding to data captures and needs of the team to deliver ongoing, personalised PD.

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FS1 -
93% in line with curriculum standards  (1%increase)
60 % exceeding (6% increase)

FS2 -
91% in line with curriculum standards (6% increase)
68% exceeding (20% increase)

YR1 -
88% in line with curriculum standard (6% increase)
53% exceeding (16% increase)

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Created an FS1 and FS2 yearly overview to ensure coverage for the year and curriculum targets.
Impact: Using this has enabled teachers to build on progression of skills more consistently, increasing the level of challenge when compared to last year.

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Term 2 - Problem Solving and Reasoning based EEE for FS2 children - all abilities invited. Modelling language to answer reasoning and problem solving, helping children to develop their mathematical vocabulary.
Term 3 - Various fun mathematical games such as bingo, dominoes, snakes and ladders. To encourage children use their mathematical knowledge whilst developing social and communication skills.

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In Year 1 during their assemble we announce the winning class and high score for a boy and a girl.

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For FS and Year 1 - Children complete problem solving questions to free the characters, crack the code and mini competitions

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Foundation Stage

To work closely with FS1 teacher in order to raise the attainment for exceeding curriculum standards. Ensure they are confident in their judgements and moderate as a team. IMPACT - 19/04/22 - meeting with team, discussion around statement, teachers felt they do have children who are Mastering the FS1 curriculum standards and would like to moderate between us.

Week 5 - How is maths changing now the environment is relaxing with Covid restrictions? How are the S-S+ children being targeted? Look at WISdom tracker and Learning Walks.

Year 1

Learning walk to see how Quadrant Recall - (moving from 2 questions to 4 questions and emphases on pace) is being imbedded after creating a short video tutorial for staff over Spring Break. IMPACT - Learning Walk 19/04/22 - classes seen were using 4 questions and the pace of the starter was improved. Shared best practice as the delivery differed between classes.

Monitor the effectiveness of the adaptation of Chapter Sheet slide to planning proforma - Now contains a question for children to answer in order to self assess more honestly.

Teachers wanted more support with 'Mastery in Maths' - to run a PD with Arsala who has completed training in 'Singapore Math'

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To follow up on the new lesson format, weekly QA's were completed and discussions with the team on improvements and edits.

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Created statements and used key vocabulary to help teachers understand what a Mastery child may look like in Foundation Stage. Used the National Curriculum statements to help bridge the two curriculums.
Worked collaboratively with EYFS Cls and Director to produce this framework. Next steps: Deliver to parents and implement in teaching.
Action Research: Keen to link my action research to the development of our EYFS Mastery Framework.

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Great practical lesson and writing on tables to show learning.

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January 2022 - Providing feedback and helping to adapt the MTP to encourage teachers to take more risks and move away from whole class teaching in maths - providing continuous provision activities to encourage independence.
Update: This is now planned weekly and all classes our accessing three challenge activities.

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FS1 -
92% in line with curriculum standards
54% exceeding

FS2 -
85% in line with curriculum standards
48% exceeding

YR1 -
82% in line with curriculum standard
37% exceeding

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Upskilling LA's on what the CPA approach is and how they can use and support children in the classroom using this. Discussed what Mastery in Maths looks like and provided some key questions for them to use to enhance and challenge children's learning.
Impact - Head of Inclusion said the session was very informative and active for the LA's. During Learning Walks we then saw more LA's working working with higher ability children using questioning to challenge.

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Increasing parental engagement by offering high quality parental workshops linked to aspects of Maths Curriculum, for example 'How to Use CPA method' and 'What does Mastery look like in EYFS?'.

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Started to implemented weekly Continuous Provision within my classroom, shared with FS. This is now being done across classes to encourage children to be more independent with their learning and to practise and consolidate prior learning.

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Created a lesson format to follow and worked with the Head of Year and the team to ensure that all lesson essentials were covered.

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Previously teachers were creating 3 levels of sheets for Varied Fluency book work. Working with HOY we have decided that if teachers are creating a worksheet for the book, aim the work at expected level and then have printable hot challenges to extend and challenge once they have finished their VF. Students who require more support could use resources, adult scaffolding - regrouping.

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Completed in Term 2.1 - In FS and year 1 with a focus around 1) Planning personalised to classes, use of data to drive planning

2. Student's understanding of their learning journey, student voice,

3. Challenge in lessons - explicit in QA.

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Introduced Quadrant Recall at the beginning of each lesson to recap prior learning. We have started off with 2 questions and will build up to 4 throughout the year as the children gain more independence and fluency in this.

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Along with Curriculum leaders created a one-page document of planning essentials to be included for core subjects.
Impact: Ensured that teachers have all they need in order to produce high quality planning.

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Mastery at the core of Teaching and Learning

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Mastery at the core of Teaching and Learning

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Following the British National Curriculum, all our planning adopts the mastery approach with fluency, reasoning and problem solving at the core of our learning. We believe in depth of knowledge over breadth.

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Concrete-Pictorial-Abstract- Making sense of math using manipulatives

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Concrete-Pictorial-Abstract- Making sense of math using manipulatives

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CPA is at the core of learning as it enables students to develop conceptual understanding through tangible, interactive and visual methods. They make sense of problems by touching them and exploring patterns and relationships.

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Chapter Sheets - Student self-assessment and reflection

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Chapter Sheets - Student self-assessment and reflection

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Year 1 - Children are encouraged after each small step within the unit to complete the Chapter Sheet to self-assess and reflect based on that lesson. This is then used along with marking to further help or regroup the children for the next lesson.

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End of unit assessments are used to assess the childrens knowledge and understanding. Teachers use this along with their knowledge of how children have performed throughout the unit to grade children in the data capture. It also highlights in classes and year groups any particular weaknesses that can be revisited in the next unit through Quadrant Recall at the beginning of each lesson.

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Data Analysis Meetings and WISdom Trackers 

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Data Analysis Meetings and WISdom Trackers 

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Data Analysis teacher meetings with HOY provides the discussion around class context and identifies specific target children.
WISdom trackers are used for each class to highlight any key focus children and clearly states what their next steps and targets are.

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In-depth data analysis for year groups across all key areas, looking at both attainment and progress. This is then discussed and shared with HOY.

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Challenges to promote independence and recap prior learning.

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Going forward - teachers to save weekly images under subject Seesaw files to evidence maths in EYFS. This will show a variety of activities and should show the build and progression of skills. To encourage speech on images to evidence Mastery language used by the child.

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Some feedback from the Year 1 questionnaire was around PD and teacher have asked for some specific PD on reasoning and Problem Solving. 

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https://docs.google.com/forms/d/19jFQCYEH0lp4YoGS50UQN37Ui2pIfZceibnIC6GTKN4/edit#responses

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Once the children have completed the Varied Fluency for the lesson they are then challenged to complete reasoning and problem solving independently. Children are encouraged to write their answers. Those children who require some more support with Varied Fluency may access the task with resources and teacher help.

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Hot Challenges - children stick the challenge in their books and write their answer using mathematical vocabulary.

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Mastering the Foundation Stage Curriculum 

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Mastering the Foundation Stage Curriculum 

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Online parent workshop to inform parents of the Mastery Curriculum, shared examples and expressed how communication and language skills are vital in articulating answers, particularly in Maths and Science. Workshop recorded and booklet sent to parents in end of week email.

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Very useful resource for staff to discuss and share levels of childrens work and see some great examples. https://gemswis.padlet.org/mjardin_wis1/2gjtcguko4lhjsp0

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Arsala Moghal is completing research on Mastery in Maths, met with her to discuss a PD we will deliver to year 1 teachers around supporting a language rich classroom and extra opportunities within the lessons for Mastery.

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Created an FS1 and FS2 yearly overview to ensure coverage for the year and curriculum targets.

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Short PD around DC4 data and our plan for DC5, discussed ways we can create extra opportunities and how we can personalise learning to specific target groups.

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Short PD around DC4 data and our plan for DC5, discussed ways we can create extra opportunities and how we can personalise learning to specific target groups.

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Lead a PD on Mastery in Maths - Worked with one the year 1 teachers Arsala who has completed training in Singapore Maths - Maths, No problem! She delivered some ideas on how to adapt teacher and make it more child lead inquiry.