Transcript Document

Key findings of mathematics
inspections 2005-06
Jane Jones HMI
JMC meeting: 5 June 2007
5 June 2007
Date
Evidence and reporting

The mathematics contribution to HMCI’s annual
report in 2005-06 drew on:
 About 35 primary and 35 secondary visits (with a
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special focus on using and applying mathematics)
 the report ‘Evaluating mathematics provision for
14-19 year olds’
 visits to schools to look at the impact of the
National Strategies
The 2005-06 annual report was written under the
‘Every Child Matters’ headings.
Primary mathematics inspection findings:
strengths of better practice (2005-06)
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well-planned and resourced lessons
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subject leaders who support and guide colleagues well
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improving focus on solving real-life problems and pupils
explaining methods, but not the thinking behind them
high expectations of behaviour and work-rate  positive
attitudes to learning mathematics and confidence
teachers welcome and benefit from CPD
some good use of assessment, eg analysis of test papers 
curriculum planning and grouping arrangements; also systems
for recording pupils’ progress
Primary mathematics inspection findings:
weaknesses/issues (2005-06)
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teachers not ensuring all pupils participate  checking of
understanding not an ongoing process  links to weak subject
knowledge; assessment remains a weaker feature of teaching
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use of IWBs improving but pupils lack opportunities to use them
interactively; limited ICT otherwise
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overuse of worksheets dominates some pupils’ experience and
reflects emphasis on skills rather than understanding
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cross-curricular numeracy links often missed
informal mechanisms for monitoring and evaluation mean
inconsistencies in practice are not identified and addressed (but
green shoots of improvement in 2006-07).
Using and applying mathematics (UAM):
strengths of better practice - primary
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planning of activities to support UAM particularly in
reasoning and in communicating ideas and solutions
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practical approaches particularly in KS1 and FS
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increased emphasis on pupils explaining their thinking,
though not always why particular approach adopted
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occasional themed days/focused activities providing rich
opportunities to solve complex or unusual problems,
sometimes in teams.
lots of problems set in real-life contexts and pupils choosing
methods of solution
Weaknesses/barriers in UAM - primary
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planning and assessment systems that pay little attention to
UAM; too little guidance for staff
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a dominance of worksheets  over-emphasis of skills at
expense of developing understanding and reasoning
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a lack of opportunity to communicate orally; pupils are not
talking enough about mathematics!
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too few connections made with other subjects
insufficient challenge for the most able pupils.
Secondary mathematics inspection findings:
strengths of better practice (2005-06) – (1)
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Pupils’ confidence and independence developed well when
teaching is good; mathematically equipped for next stage.
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Established strengths in teaching, particularly at KS3,
include questioning and varied teaching and learning
styles.
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AfL higher profile; also improving use of interactive
whiteboards to enliven teaching.
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Exceptionally, practical and investigative approaches woven
through schemes of work with guidance for teachers,
coupled with expectation that all pupils will experience
them.
Secondary mathematics inspection findings:
strengths of better practice (2005-06) – (2)
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Subject leadership that has accurate knowledge of the
strengths and areas for development through robust
management practices. Signs of influential leadership
include shared vision, reflected in departmental
documentation and collaborative approaches to CPD.
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Academic guidance ensuring pupils know their targets, how
well they are progressing, and what to do to improve, set
in context of longer-term mathematical progression.
Secondary mathematics inspection findings:
weaknesses/issues (2005-06)
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Long-running weaknesses include: narrow range of T&L styles
(especially too much teacher talk/demonstration and pupils
passively emulating); focus on skills at expense of understanding
and building concepts; use of assessment
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Issues of increasing concern include: impact of weak or underexploited subject knowledge, and dependence on booster/
revision classes.
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Inadequate SoW and uncritical approach to use of published
texts. Lack of secure development of deep understanding and an
appreciation of conceptual interrelationships.
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An unrealistic or unquestioning view of the quality of provision,
sometimes despite mismatch with outcomes. Lack of monitoring
and evaluation. Good ideas not permeating work of department.
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Areas of inequality: ICT as an aid for teaching and learning, and
lack of practical activities and investigative approaches.
Using and applying mathematics (UAM):
strengths of better practice - secondary
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Pupils enjoy practical and investigative work and solving
problems in collaboration with others. They are not afraid
of ‘having a go’ and discussing their thinking.
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Good schemes of work identify opportunities systematically
for developing pupils’ skills in UAM
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Subject leaders promote of an investigative approach,
supported by the sharing of ideas and resources.
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Guidance provided for staff, and for pupils in some schools,
on progression in UAM. Records of pupils’ attainment and
progress are kept and monitored.
Weaknesses/barriers in UAM - secondary
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Pupils lack opportunities to discuss their learning in
mathematics  impedes their powers of reasoning.
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Pupils bored by practising techniques modelled by the
teacher. Accumulate skills but do not make important
conceptual connections and struggle to apply mathematics
in new or unusual contexts.
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Schemes of work that do not identify opportunities for
developing pupils’ skills in UAM or, where such
opportunities exist, a lack of monitoring to ensure all pupils
receive them.
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Absence of assessment records in UAM including KS3 TA
Low profile given to UAM - staff left to own devices.
HMCI’s annual report
and reporting in mathematics
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2005-06: focus on the ‘Every Child Matters’ outcomes
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2006-07 programme of 90 mathematics inspections have a
special focus on pupils’ enjoyment and understanding
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Mathematics ‘long report’ – based on evidence from the last
three years of mathematics inspection evidence – likely to be
published in December 2007
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14-19 mathematics report published May 2006
2006-07: likely to use themes such as ‘living in the 21st
century’
Other reports sometimes mention mathematics – eg
Foundation Stage report
Questions for JMC members
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The 2004-05 annual report was the last report to
contain separate subject reports for each phase.
 Did you read all/part of them?
 Did you make use of them? If so how?
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What about the 2005-06 annual report?
 Views?
 Suggestions?
Key findings of mathematics
inspections 2005-06
Jane Jones HMI
JMC meeting: 5 June 2007
5 June 2007
Date