English
Interim Report
April 2007
Mathematics
Background
The Mind the Gap project was set up by the Bexley Primary Team in September 2006 to examine the continuing attainment gap between English and Mathematics, investigating the core reasons behind the differential and explore effective ways of to narrow it. Six schools have been working on the action/research project along with a Mathematics Consultant from the Bexley Primary Team. The schools make up a good cross-section of the Bexley primary community, however they all have one thing in common – an historical gap between English and Maths attainment at L4 in KS2 SATs over the past 3 years. In 2006 all 6 schools in the project reported better English SATs results than Mathematics at L4, with a gap ranging between 17% and 8%. The average across the schools was a gap of 12.7% The key aim of the project is to narrow the gap in these schools by at least 5% based on the 2007 KS2 SATs, gathering enough information of effective means to close the gap to disseminate to other schools in the borough. Method The project has worked using 4 core approaches: 2 x ½ day in-school consultant support for subject leaders (including running INSET) 5 x Central based subject knowledge workshops 2 x Central based Pupil Progress Cluster Meetings (1 for Y5/6 and 1 for Y3/4) LGFL Maths tool-kit project
The project was “front loaded” with central based training including the subject knowledge workshops and Pupil Progress Cluster Meetings, attended by 62 teachers across all the events. Feedback was particularly positive about the Pupil Progress Cluster Meetings which used Fischer Family Trust data to support effective identification of target pupils for L4 and L5.
As we move into the summer term the emphasis has now shifted to follow up in-school support. The LGFL tool kit element of the project, looking at how effective use of ICT can help support mathematics teaching, has unfortunately stalled due to issues with KS3 mentors. It is hoped that this aspect of the project will commence in the summer term.
Why a gap ?
Whether central based training or in-school support, every Mind the Gap session opens with a discussion about the main contributing factors to the gap and its continuation: Whole school issues contributing to gap Acceptance of the gap, with higher English attainment as the norm Over-emphasis on English; particularly in terms of support for less able pupils, with little of no intervention for mathematics at either Wave 3 or Wave 2 level. Where intervention is happening, it was not targeted enough in terms of effective and early identification of pupils and additional provision. Provision was often on a “more of the same” basis, rather than addressing underlying issues (e.g. issues with subtraction led to more subtraction practice rather than looking at place value and counting issues etc) Focus of both in-class support and out of class interventions on the very able or less able, with little provision for pupils outside Y6 who are slightly below national expectations and could move forward with a “boost”. “Problem Solving Friday” – separation of mechanical skills development and problem solving, leading to pupils not seeing the links between skills taught and how to use these in practice. Schools are encouraged to promote a blend of skills development and using & applying in every lesson. Narrow view of problem solving – over emphasis on “spot the calculation” rather than including “All Possibilities” and “logic puzzles” Target pupils lacking problem solving strategies – more able pupils are fine and can cope, less able pupils need strategies to be modelled to them. Over reliance on schemes Lack of consistency of teaching of mathematics, particularly teaching of calculation methods.
Test Technique - Many of the Y6 target pupils interviewed were sound L4s however would not attain L4 on the test due to poor technique. Poor teacher subject knowledge resulting in teachers struggling to identify core barriers to learning and next steps. Also teachers’ lack of understanding of pedagogy in maths (e.g. the need for practical apparatus to develop mental images before moving into the abstract).
Conceptual issues contributing to the gap Poor place value/feel for number Poor understanding of rational numbers (i.e. fractions and decimals) due to lack of mental images Lack of mental agility (including basic counting in 1s and 10s forwards and backwards) Poor visualisation skills (“seeing maths in their heads”) Issues with being able to retain numbers in head (memory) Poor retention of concepts and issues from previous years (particularly with data handling, shape/space and measures) Pupils not using skills taught when using & applying
What is working well to raise standards in the Mind the Gap schools?
Simply focussing on the gap is proving very powerful; working as a whole school to explore the core reasons behind the differential and dispelling the idea that the status quo is unchangeable. Introduction of Pupil Progress Meetings has also proved invaluable. PPMs are meetings of around 45 minutes between SMT and individual teachers to discuss pupil progress and core barriers to learning; these are more focussed when linked to redrafting of the Provision Map. While supportive in nature, they also send a clear message about accountability. Readdressing the imbalance of support between English and mathematics, with maths being placed firmly back on the provision map, particularly in terms of Wave 2 and Wave 3 interventions. Schools have taken a fresh look at the Wave 3 maths materials from the PNS, including how to use these to support booster work. The Wave 3 maths materials are aimed at pupils with significant gaps in their mathematical knowledge and understanding. The materials use a diagnostic approach, tracking back to a point of misconception. The programme is designed as a 1-2-1 intensive programme, delivered through games and activities. However the materials can also be used for booster groups, simply by using the current year groups activities. Use of FFT data to effectively identify target pupils in Y3/4 and Y5/6 not on track for their predicted L4 or L5 at the end of KS2. Teachers quickly began to coin the phrase T4 and T5 to describe these target groups. These were further sub-divided into pupils in need of booster work and those just in need of monitoring. Pupil conferencing/interviews has been used to identify core issues to ensure that any intervention work tackled underlying misconceptions, rather than more of the same. Where schools have adopted this approach there is clear evidence of accelerated progress for target pupils. Creative approach to teaching mathematics, particularly using practical equipment to develop mental images (including upper KS2). Some teachers have adopted the paper cup approach from the subject knowledge workshops, which has helped with fraction work (search for visualisation on teachers.tv website) Schools promoting a balance of mechanical practice and using & applying in every maths lessons, moving away from the Friday problem solving day scenario. This has resulted in pupils using taught strategies more when problem solving as they now actively see the link between the two.
Increased focus on “Feel for Number” and “Place Value” during lesson starters and activities to develop mental agility and visualisation skills.
Outcomes (so far)
Predictions Y6 predictions suggest that overall standards across the schools in the project will be maintained in English, with a rise in mathematics. Where individual schools predict a drop in L4s, this runs across both subjects and concurs with FFT data. Pupil tracking data across other year groups also shows a rise in the number of pupils working at age-related expectations in mathematics with English standards being maintained. The Gap itself In 2006 all 6 schools in the project reported better English SATs results than Mathematics at L4, with a gap ranging between 17% and 8%. The average across the schools was a gap of 12.7% In 2007 moderated predictions show that while as a whole a gap between English and mathematics will remain, the average gap will reduce to 5.8%. 2 schools are predicting better results in maths than English. The Narrowing The averages above represent a narrowing of the gap by 7% across the schools in the project, however this hides some bigger improvements. In most schools the narrowing of the gap between English and Maths is more significant, closing by between 15% and 10%. Only 1 school is predicting that the gap will get bigger.
Darren Ellsum Primary Consultant for Mathematics Bexley Primary Team April 2007