Good Practice Conference
“…collating, disseminating and
encouraging the adoption of good
A Bit of Background
•Keills Primary School & Pre5 Unit, Isle of Islay, Argyll & Bute
•West Coast of Scotland
•30 children in total
•Pre5 and P1-4
Time to Stop and Think
In school we have more technology now and lots more ways of learning.
We can learn outside, use computers, our wii and books.
In our spare time we can play our DS, Wii, PS2, Xbox and a game cube.
Safety is more of a big deal now, you have to tell your mum and dad
everywhere you’re going. Fifty years ago they had lots of free time but now
You spend quite a lot of time with your mum and dad.
P4-7 pupils, Keills Primary
“We have modified our environment so radically that we must now
modify ourselves in order to exist in this new environment.”
Time to Change
Local Authority Review - 2006
‘Curriculum flexibility has been targeted towards writing, mental maths and
seasonal activities as appropriate and is reviewed regularly. Teachers engage in
an annual target setting exercise at the beginning of each session and this is
reviewed in December and April with appropriate action being taken to support
pupils where necessary. The head teacher should, as a priority, review this
process to ensure that the pace and challenge of learning is consistent and
appropriate for all pupils.’ Link QIO
“Change starts when someone sees the first step”
Keills School Vision
•Be happy in a caring school which is safe and secure
•Make everyone feel welcome and valued
•Work together to promote healthier people and a healthier
•Show respect for one another, our community and our
•Take responsibility for our learning and for what we do in life
•Work hard and always do the best we can
Learning and Teaching Mathematics
The aspirations of A Curriculum for Excellence have significant implications for learning and teaching
From early in life, numbers, patterns and shapes intrigue children and often form part of their play.
As they develop, they learn to count, measure, and calculate, and apply these skills to analyse and
solve problems in different contexts. Children and young people can be highly motivated by rewarding
and successful experiences in mathematics. Features of high quality learning and teaching in
•Understanding of the purposes of the mathematical processes they are learning
•Learning in depth to ensure development of understanding of the concepts
Building the Curriculum 1
•Develop planning process to
embrace Curriculum for
•Develop Active Play in Pre5 &
•Moving away from textbooks
•Purchase an interactive
whiteboard for each classroom
•Create outdoor numeracy box
•Commitment to Professional
HMIe Inspection - February 2008
•Improve pace and challenge in English and Mathematics
•Further develop use of self evaluation
•Develop staff as leaders for learning
….how do we know?
Active Mathematics - Pre5 - P3
Maths in a Context
Keills Primary School Raised Beds Access to playground
P4-7 P1-3 Pre5
Raised Bed Raised Bed Raised Bed
Length Ğ 3.0m Length Ğ 3.0m Length Ğ 3.0m
Breadth Ğ 1.2m Breadth Ğ 1.2m Breadth Ğ 1.2m
Height Ğ 0.7m Height Ğ 0.5m Height Ğ 0.5m
1m wide path
surrounding all three
Tapping into Technologies
Black house vs Tenement buildings in Glasgow!
When the Murray family arrived in Glasgow they were very surprised.
They rented a horrible flat, it was terribly dirty. We decided to find out just how terrible
the conditions were.Today we were finding out if a Blackhouse was bigger than a
tenement building in Glasgow.To work this out we had to convert the size of a Blackhouse
from feet into metres. The measurements were 5.4m length by 1.8m width.
Then we multiplied them, which makes 9.72㎡. Then we did the same process to find out
the measurements for the single end flat which are 3.4m long by 3m wide
which altogether makes 10.2㎡. So that means the single end flat is bigger.
We were shocked by our discovery as we were expecting the Blackhouse to be bigger.
After our investigations we decided we would still rather stay in a Blackhouse!
By Stacy, Mairi & Matthew
•Maths is Fun, Tutpup, abcteach, Primary
•Education City, Sherston Software
•Wii games - Super Mario at the Olympics, Brain
THINK, PAIR, SHARE
Processing information, communication, developing thinking.
Sharing information, listening, asking questions, summarising others
1.Teacher poses a problem or asks an open-ended question to which there may be a variety of
2.Teacher gives the students think time and directs them to think about the question.
3.Following the think time students turn to face their Learning Partner and work together,
sharing ideas, discussing, clarifying and challenging.
4.The pair then share their ideas with another pair, or with the whole class.
It is important that students need to be able to share their partner’s ideas as well as their own.
Glacie, Jeff Dane, TASC
Be a Successful Learner
•Listen carefully to instructions
•Act on suggestions to improve
•Review what you have learned
Staff as Leaders of Learning
•Scottish Learning Festival
•Argyll & Bute ‘Curriculum for Excellence’ Inservice
•Active Play, Lynda Keith
•Sharing Good Practice / Peer Observations
•Islay & Jura Cluster Planning
•Teacher Learning Community
•Taking the lead
Parental & Community
•Whole School Community Day of Action
•Personal Learning Plans - Our Learning Logs
•Classroom / School input
Review Time Again
“Preschool to Primary 3 continue to develop active learning sessions.
Choosing boards have been introduced to both classrooms, with all activities
having a clear purpose to support weekly targets in language and mathematics.
During weekly liaison meetings staff evaluate progress and set next steps
for each target.
Attainment in English language and mathematics has improved considerably.
(maths - June ‘09, 89%)
Staff regularly review attainment for individual children to ensure
a good pace of learning and appropriate challenge….formative assessment
strategies are used appropriately to ensure that children are fully engaged
in their own learning process…children are confident in taking responsibility
and leading and evaluating aspects of their learning.
Children are keen to learn and enjoy their lessons.”
Follow Through Report on the Inspection of Keills Primary School -
Argyll & Bute Council - August 2009
How do we know?
•Transfer of maths skills across curriculum
•Confident and resilient learners
•Personal learning plans - reflective and meaningful
•Children happy to talk about learning
•Staff are motivated and enthusiastic
•Professional dialogue is extensive and valid
•Attainment figures have risen
What do we think?
I like going on the computer and doing my tables on Tutpup.
I don’t really like learning maths out of text books because it doesn’t stick in my
head. My favourite way of learning maths is in a fun way like playing games and on the
I like learning maths on the wii, board games and on the computer. Today in maths I
learned some of my 7 times tables. It was fun!
P5-7 Pupils - Keills PS
We now have more scope to provide a variety of activities to consolidate a skill. You are
not bound by a scheme of work - learning and progress is led by the children.
Group time with the older children encourages the younger children to contribute at their own level.
I think the children have responded well to maths being more active, practical and in a real context.
They see the links in what they're learning and we can take more advantage of connections that
come up. I also think they seem to know better what they are learning and what they will learn next.
It is quite time consuming finding or making up resources as they still need suitable follow up
individual or group work.
Staff - Keills PS
•Continue to develop our planning process
•Numeracy Leader and associated development work
•Continue to develop values and attitudes
•Healthy Tuck Shop - new developments
•Whole School Theme Days
Time to Change?
Plan and prepare for the journey ahead
Taking that first step is the hardest.
Working together is vital - help, support encourage and
motivate - it’s a two way process!
Set your sights high and celebrate success at every
What worked? What didn’t?
Remember setbacks are part of the
Be proud of your achievements,
and remember how good it feels….
for the next part of the journey….!
“The only lifelong, reliable motivations are those that come from within,
and one of the strongest of those is the joy and pride that grow from
knowing that you've just done something as well as you can do it. ”