During our review activities, members of the Pupil Voice Group and the AoLe Leader undertook Listening to Learners activities (pupil questionnaire). Additionally, the AoLe Leader undertook workbook scrutiny and Listening to Learner activities.

The following strengths related to our Action Plan were identified;

All classes continue to produce topic-based Numeracy activities within their new LPS Projects, all of which have continued to allow pupils to confidently demonstrate a high standard of work throughout the curriculum which is equitable to discreet maths lessons. For example, in KS2 learners applied their knowledge of ratio to enlarge artwork using a scale factor. They also used formulas to calculate surface gravity on different planes and also the area of King Tutankhamun’s tomb. In the Foundation Phase, learners used their sorting skills to sort dinosaurs into groups using different criteria. They also used their measuring skills to measure the height of fairy-tale characters.

All class teachers use LPS Numeracy Scheme and continue to plan and teach effective lessons appropriate to the age and ability of the pupils. These lessons include a range of place value activities and a variety of lessons focusing on the four operations. The impact of this was demonstrated through pupils in FP and KS2 who were able to talk about different aspect of place value and the four operations, recognising where they were confident and where they would like to improve. Learners are continuing to use their knowledge of these areas and applying them confidently within their numeracy tasks, as evidenced in their workbooks and within our tracking systems.

Analysis of progress within INCERTS demonstrates that most learners are working at or above their expected level. Those that are working below the expected level continue to receive targeted support through in class differentiation, Boost Group support or ALN provision. This continues to ensure that these learners make good progress. Regular discussion (involving SLT, ALN Leader, class teachers and teaching assistants) ensures that all available support for learners is allocated effectively. The LPS Numeracy Scheme supports in-class differentiation while boost groups receive targeted intervention planned for by class teachers.

Next Steps:

• Increase use of MyMaths and Maths Seeds through completion of instructional videos.

• Continue to monitor provision, support and progress of all pupils, particularly those with low confidence in 4 operations (multiplication, division).

• PVG to familiarise themselves with DoL and SWM in readiness to review new LPS projects.