During our review activities, members of the Pupil Voice Group, a Parent Governor and the AoLe Leader undertook workbook Scrutiny and Listening to Learners activities.
We identified the following strengths related to our Action Plan;
In most classes, the re-structured approach to FP Challenges and KS2 Missions is providing opportunities for many children to suggest ideas or questions to be used within this approach which shows increased confidence in their application of skills across the curriculum. Progress and examples of this will be reviewed during the Spring Review Week.
When listening to learners, nearly all children enjoy and prefer the topic-based maths lessons. Pupils prefer these lessons, stating they are: ‘More interesting because they are about the topic we are learning about’ and ‘Maths that we use in real life’.
Most class teachers plan effective topic-based lessons that allow pupils to apply their numeracy skills to the standard of focused maths lessons. Examples of this are can be found in KS2 where children have used a variety of skills to calculate the effect of gravity on various planets, to plot bearings and use map scales and they have also used data handling skills to present their scientific research.
Most pupils are confident to apply their numeracy skills during Challenges, Missions and Topic Maths. Nearly all pupils could describe what they do when they find their work difficult, e.g. they talk to friends, look at the class displays, look at previous work in their book, speak to an adult.
When prompted nearly all pupils could talk about Place Value lessons, games, remembered facts, counting and recall sessions. This shows that use of the recently introduced Vocabulary Bank is beginning to have a positive impact on pupils understanding of place value.
Our next steps are:
Further develop numeracy activities during self-determined learning through effective use of the LPS Matrix systems.
Further develop independence and understanding of place value through use of the LPS Numeracy Scheme Vocabulary Bank during the teaching of Place Value (lessons, activities and games) to model and communicate Place Value language explicitly to pupils.