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National Numeracy Strategy

Q1: What does the Primary National Strategy plan to achieve?

Q2: What is the Leadership programme and who is it aimed at?

Q3: What is Wave 3 intervention?

Q4: What are P scales and P levels?

Q5: How do I differentiate appropriately for children struggling with the expected yearly programme of learning objectives?

Q6: How can I use ICT and web-based material effectively to enhance my mathematics lessons?

Q7: What is an ITP?

Q8: How do the Unit Plans link with the medium term plans in the Framework for teaching mathematics?

Q9: How and when do I teach problem solving?

Q10: As the mathematics coordinator, my headteacher has ask asked me to develop problem solving in our school. Where do I start?

Q11: Using Calculators is only mentioned in the Y5 and Y6 teaching programmes. Do I teach the use of calculators in Y3?

Q12: When and how do I assess children?

Q13: How do I use my teaching assistant more effectively in the whole class teaching elements of the daily mathematics lesson?

Q14: Parents often teach children different written calculation methods to what is being taught in school. How can this be addressed?

Q15: Am I expected to teach a discrete 45-minute mathematics lesson from day one in Reception?

Q16: I struggle to think of good plenary ideas- what can I do?

Q17: How can I analyse test data, I have been told to look at the performance of particular groups?

Q18: I worry that some of my colleagues go over the top in preparing children for the national tests. What can I do?

Q1: What does the Primary National Strategy plan to achieve?

A1: The new Primary Strategy is going to extend the sort of support provided by the Literacy and Numeracy Strategies to all of the foundation subjects. The Primary Strategy will provide an entitlement to all pupils to achieve high standards in English, mathematics and science, which transfer to pupils' attitudes and achievements in a broad and creative curriculum. The Primary Strategy will develop a framework for learning and teaching across the curriculum. The framework will propose the range of learning skills, knowledge and understanding that children should develop as they progress through primary school. It will help teachers to map the development of different learning skills against the opportunities offered by different curriculum areas. The Primary Strategy will sustain literacy and mathematics support for teachers in helping children in their classrooms.

Further information can be found in the DfES publication Excellence and Enjoyment - a strategy for primary schools

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Q2: What is the Leadership programme and who is it aimed at?

A2: Approximately 25% of primary schools in every LEA have been invited to take part in the Leadership Programme, funded by the National Primary Strategy and developed in partnership with the National College for School Leadership (NCSL). The programme is focused on strengthening collaborative leadership and responsibility for the teaching and learning of English and mathematics in the participating primary schools. The implementation of the programme within the school will be lead by a leadership team, typically the headteacher, deputy and literacy and mathematics coordinator. The programme focuses on leadership techniques for developing and improving teaching and learning across the school. It covers strategies for monitoring and observing teaching so that support can be targeted on those staff that need it most.

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Q3: What is Wave 3 intervention?

A3: The NNS and NLS have developed a model of intervention for children experiencing difficulties in literacy and mathematics, based on three waves:

Wave 1 - The effective inclusion of all children in a high quality literacy hour and daily mathematics lesson by differentiating learning objectives within the teaching programmes appropriately.
Wave 2 - Small group intervention for children who can be expected to catch up with their peers as a result of the intervention, such as Springboard programmes.
Wave 3 - Specific targeted intervention for children identified as requiring SEN support.

Children at Wave 3 may have particular needs related specifically to mathematics or needs associated with other barriers to their learning. Provision at Wave 3 is likely to draw on specialist advice. It may involve the adjustment of learning objectives and teaching styles, and/or individual support. It aims to reduce gaps in attainment and facilitate greater access to Waves 1 and 2. Children receiving Wave 3 support will always be placed on School Action and on School Action Plus if an external agency is involved in assessment, planning and review.

Further information can be found in document Including all children in the literacy hour and daily mathematics lesson.

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Q4: What are P scales and P levels?

A4: The P scales (or levels) are a set of indicators for recording the achievement of pupils with special educational needs who are working towards the first level of the National Curriculum. The scales are designed for pupils who are well below the level of their peers. There is a P scale for every National Curriculum subject.

The P scales are split into eight different levels with P1 being the lowest and P8 the highest. P1 to P3 are not subject specific.

Further information can be found in document - 'Towards the National Curriculum for mathematics - examples of what pupils with SEN should be able to do at each P level'.

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Q5: How do I differentiate appropriately for children struggling with the expected yearly programme of learning objectives?

A5: The framework for teaching mathematics contains Supplements of examples with the appropriate learning objectives and expected outcomes to be achieved by the end of the specified year. However, in Y1 to Y3 and Y4 to Y6 the examples are presented in three columns, which allows teachers to "track back" across the columns to locate the appropriate level of difficulty. Appropriate questioning which supports the child's understanding and allows them to work effectively with the rest of the group can also support differentiation. Questioning takes various forms and can be differentiated, open and targeted to meet individual needs. However, good questioning needs to be planned and shared with additional adults prior to the lesson.

Intervention programmes, such as Springboard 6, can help children catch up with their peers to achieve the expected level and help teachers to prepare a teaching programme that enables the children to benefit fully from the main teaching programme as soon as possible.

Further information on who to effectively differentiate can be found in the DfES document - 'Including all children in the literacy hour and daily mathematics lesson.'

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Q6: How can I use ICT and web-based material effectively to enhance my mathematics lessons?

A6: HMI have reported that although ICT is increasingly available in schools its effectiveness and appropriate use is variable. ICT should be used to support the teaching and learning of a specific learning objective and should not be used for the sake of it. Using ICT as a demonstration and modelling tool with the whole class is particularly effective. Using a single class-based PC with a small group assists focused small group work; work with the whole class working in pairs in computer suites is appropriate to practice skills modelled by the teacher.

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Q7: What is an ITP?

A7: ITPs or interactive teaching programs are being developed to support the teaching of mathematics and relate particularly to Unit Plans produced to support the daily mathematics lesson. However, they can be used to support a variety of learning objectives and enhance the learning and teaching through effective modelling and questioning. ITPs are of most benefit to teachers who have an interactive whiteboard or a large screen monitor but can be used effectively with a focused group or within a computer suite scenario. They are simple to use and have a no fuss style and common format. They support the teaching of mathematics across key stage 1 and 2.

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Q8: How do the Unit Plans link with the medium term plans in the Framework for teaching mathematics?

A8: Unit Plans provide guidance and support for planning mathematics lessons and provide a direct link between planning from the Framework for teaching mathematics and the medium term plans. Unit Plans provide a clear structure for teachers planning that reduces workload. They also assist teachers in planning the appropriate content, pace and pitch of the lessons. Key questions are highlighted to guide teaching, provide assessment, information and to structure the plenary. Each lesson provides a focused plenary with guiding outcomes to the Supplements of Examples. Weekly homework is included in each Unit Plan.

However, Unit Plans are designed to guide teaching - it is essential that the plans are adapted to meet the needs of the specific class within the teacher's medium term plan.

Annotating a Unit Plan is an appropriate process for bespoking the Unit Plans to the needs of the teacher's own class.

Unit Plans are linked to other NNS resources including Interactive teaching programs, and the NNS ICT pack, 'Using ICT to support mathematics in primary schools'.

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Q9: How and when do I teach problem solving?

A9: From the 2003 national tests require better teaching of the three elements of Using & Applying Mathematics: problem solving, reasoning and communicating. Solving problems is a strand within the Framework for teaching mathematics, which encompasses these three elements. Topics within this strand such as 'problems involving "real life"' and 'reasoning about numbers and space' appear on the yearly planning grids on a termly basis. It is essential that problem solving opportunities are realised at other times within teacher's lesson planning. It is essential that problem solving permeates through all the strands and topics within the yearly teaching programme. It is necessary to provide activities and strategies for teaching children to become effective problem solvers in a variety of mathematical contexts. The NNS Unit Plans show examples of this.

The teaching of problem solving to all year groups and children of all ability levels is essential. Problem solving is not just for the more able. For Y6 children, the NNS 'Springboard 6' materials include a number of past test questions as well as eight lessons which focus on problem solving and using a calculator.

Further guidance and resources to support problem solving can be referenced in 'Mathematical challenges for the more able in KS1 and 2'.

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Q10: As the mathematics coordinator, my headteacher has ask asked me to develop problem solving in our school. Where do I start?

A10: There are several starting points:

(i) Encourage staff to use more open-ended questions. There are some useful examples in the NNS publication 'Mathematical Vocabulary'. Possibly start in the oral and mental starters and extend into the main part of the lesson. Note down in your planning.
(ii) Ask the colleagues who attended the Y5 more able training to feedback at a staff meeting. There were some useful ideas which are appropriate for all ages
(iii) Identify specific problems from the NNS 'Challenges for More able Pupils' booklet.

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Q11: Using Calculators is only mentioned in the Y5 and Y6 teaching programmes. Do I teach the use of calculators in Y3?

A11: In Y5 and Y6 teachers need to make sure that children develop the skills of using a calculator along with the appropriate vocabulary. The main features and skills to input a variety of operations and calculations need to be taught. Section 6 of the Supplement of Examples for Year 5 and Year 6 (select Calculations from the Downloads panel), page 71 lists the required outcomes.

However, this is using a calculator as a calculating tool. A calculator can also be used a teaching tool. For example a teacher could use an OHP calculator to play "shoot the digit" to teach place value in Y2. The five-day course, Developing mathematics in Years 4, 5 and 6 provides further guidance and examples.

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Q12: When and how do I assess children?

A12: There are two types of assessment. Assessment of learning and assessment for learning. Assessment of learning is a summative assessment to ascertain the level a child has reached which could be termly or annually or at the end of a key stage. Assessment for learning is the ongoing day-to-day formative assessment that takes place to gather information on what a child or group of children understand or do not understand and how future teaching will be adapted to account for this. Effective ongoing day to day assessments would include effective questioning; observations of children during teaching and while they are working; holding discussions with children; analysing work and reporting to children; conducting tests and giving quick feedback and engaging children in the assessment process.

The NNS document, 'Using Assess and review lessons' provides further detailed guidance. Refer also to 'Using key objectives, National Curriculum level descriptions and National Curriculum optional test at KS1, 2 and 3 in mathematics' - DfES 0544/2001.

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Q13: How do I use my teaching assistant more effectively in the whole class teaching elements of the daily mathematics lesson?

A13: Teaching assistants can be used to support whole class direct teaching through one to one group support in a variety of ways: rephrasing or re-explaining the question using visuals, vocabulary cards and prompts; support individuals with targeted questions which probably would have been planned with the teacher beforehand. Teaching assistants can be used effectively in whole class teaching to team teach with the class teacher - e.g. scribing on the board or demonstrating a strategy using a resource whilst the teacher explains.

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Q14: Parents often teach children different written calculation methods to what is being taught in school. How can this be addressed?

A14: The progression and development of mental to written calculation strategies to written methods is a vital progression to aid children's understanding but in most cases is a new development for parents. Many schools organise parent's workshops to share the significance of the strategies being used. Many schools hold "open classes" during school time so parents can join in and participate alongside their own children. Making mathematics high profile is essential. Assemblies where children teach the parents, mathematics displays and notice boards for parents are all tried and tested ways of increasing parent awareness. The NNS leaflet, 'Targets for pupils - parent's booklets', provides guidance for parents with ideas and activities for parents to do with their children at home. The main learning objectives being taught for their child's year are also listed.

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Q15: Am I expected to teach a discrete 45-minute mathematics lesson from day one in Reception?

A15: The daily mathematics lesson in Reception can be planned in a variety of different ways: a whole class starter activity which will almost always contain some counting; some teaching of the whole class on the main mathematics topic of the day; group activities - either one or more activities linked to the main theme of the lesson, worked on by groups in turn during the day, usually supported by an adult or mathematical activities for everyone, simultaneously in groups; a plenary with the whole class after the activities have ended.

Towards the end of the reception year, it is important that the lesson structure gradually becomes more like that of lessons in Y1 to 6. This will mean longer periods of whole class teaching and children working in groups simultaneously. Over time, the elements of the daily mathematics lesson can be drawn together to form a 45-minute lesson. The NNS leaflet, 'Guidance on the organisation of the daily mathematics lesson in Reception Classes', provides further guidance.

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Q16: I struggle to think of good plenary ideas- what can I do?

A16:

(i) Go through the lesson's key vocabulary list. Ask for explanations of the work, where children have to use specific words from the vocabulary list.
(ii) Recap on the work, pick an example but make a deliberate mistake. Can the children spot the mistake; think why it might have happened and what they might say to the child who made the mistake.
(iii) Describe and give the class some examples of the work to be covered tomorrow.
(iv) Reinforce the learning objective using a different strategy or approach - possibly in the form of a game.

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Q17: How can I analyse test data, I have been told to look at the performance of particular groups?

A17: If you are trying to make comparisons between one group and another, then it is helpful to first think about how to record you pupils at the top of the analysis sheet. For example, you could group your EAL children first then boys then girls, children who received Springboard support etc. The overall picture will then become clearer.

It is important when doing a test breakdown to identify not only the questions children got right and wrong but also the questions children did not attempt. This could indicate that topics were not taught sufficiently in terms of coverage!

It is helpful to compare the performance of your children (class or cohort) with other schools and the national picture. Work with a colleague from a neighbouring school to identify similarities and differences. Use the QCA Implications for Teaching & Learning posters to see the national picture. The Autumn Package on the DfES website provides detailed but useful informative data on performance data.

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Q18: I worry that some of my colleagues go over the top in preparing children for the national tests. What can I do?

A18: Encourage staff to plan in a few sample questions in their planning and teaching of the daily mathematics lesson. Refer to test questions in the plenary and discuss strategies with the children. Year 6 Unit Plans effectively refer to the use of past paper questions to support teaching and learning.

The QCA Testbase CD is a useful source of information. If the school does not have this (and check first!), than it is helpful to cut up previous questions from the national tests and group them in mathematical themes around the appropriate learning objectives from the Framework

Some schools have found it useful to plan and agree a timetable of events for the year. Key events are mapped out. For example, analysis of data, trial tests, revision clubs, intervention programmes, parent's evening etc. Once agreed, the timetable is adhered to.

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