Numeracy Training For Governors

Report
Hyfforddiant Rhifedd
i Llywodraethwyr
Numeracy Training
for Governers
3 more than 5
square root of 64
it is not a multiple of 3, 5
or 2
9 less than 18
it’s not an odd number
8
the total of 3.33 a 4.77
3 plus 3 plus 3 take away 1
one less than 3 squared
quarter of 33
Estyn 2010
‘Numeracy is not the same as mathematics.
Numeracy is a proficiency with number that is
acquired through being taught mathematics
well. Although pupils usually learn their
numeracy skills during mathematics lessons, to
be fully numerate they must be able to apply
these skills in other subject areas and reallife contexts.’
National Numeracy Programme
Numeracy refers to the application
of mathematical understanding in daily
activities at school, at home, at work
and in the community.
There is more to numeracy than
teaching the rules and procedures of
mathematics.
However, it is imperative that the
fundamental mathematical
techniques are taught to a standard
that allows learners to be numerate.
Numeracy describes the set of skills needed to tackle realworld problems in a variety of situations by applying
numerical reasoning, and then carrying out the mathematical
procedures to find the solution.
The Welsh Government’s priority is to raise standards in
literacy and numeracy in schools across Wales.
The Department for Education and Skills’ Numeracy Branch
has developed a National Numeracy Programme (NNP).
The NNP is produced bilingually. It sets out the actions
that we and our partners will take to achieve a step-change
in standards across the curriculum over the next five
years.
The NNP, aimed at 5 to 14-year-olds, will
propose action at national, local and school level
to help support learners so that they leave
school equipped with the numeracy skills
they need.
Schools and teachers are expected to:
• use the National Literacy and Numeracy Framework (LNF) and
available support to plan their curriculum and to monitor
learner progress, inform self-evaluation, report to
parents/carers and to identify where support for learning is
needed
• administer the numeracy tests, analyse and use the data at
individual learner and group level to outline the next learning
steps and to address learning gaps and problems creatively and
proactively to raise standards
• use the numeracy tests at whole-school level to identify
strengths and areas for improvement in learning and teaching
• use the numeracy tests to help inform school self-evaluation,
development planning and areas of improvement, and identify
whole-school resourcing and individual staff CPD needs
• encourage and support newly qualified teachers to take
The Masters in Educational Practice (MEP) or access
the relevant learning materials for CPD purposes
• use the teacher CPD resources on the Learning Wales
website
• be active users of Learning Wales and feed back if there are
areas of numeracy support that can be enhanced and developed
further
• take part in PLCs to develop their own professional skills in
numeracy and applying the LNF
• seek an opportunity to be, or to learn from, outstanding
teachers of numeracy
• take up opportunities to gain from CPD support in financial
literacy
• use consortia guidance and support to identify learners
needing catch-up programmes in numeracy, and make use of
proven interventions to help those children progress
• use opportunities funded by Welsh Government to work with
employers in specific actions to raise numeracy standards
• work with Foundation Phase materials focusing on early
number skills, where applicable.
Numeracy visit guidance - introduction
• It has been agreed that the second link visit
across the region will focus on standards and
provision in numeracy.
• The visits will consider how well pupils use
their numeracy skills across the curriculum
and how well prepared schools are for
implementing the Numeracy Framework in
September 2013.
Numeracy visit guidance - rationale
Competency in numeracy is integral to
effective learning both within mathematics
and in subjects across the curriculum. The
focus on numeracy is in response to the
Minister for Education and Skills’ priority for
improving standards of numeracy, and the
Welsh Government’s commitment to
developing a National Numeracy Programme
(NNP) over the next five years.
Aim of the reviews to assess how well schools are:
• Integrating the teaching of numeracy across the
curriculum so that learners can apply numeracy skills across
different subject areas
• Ready for the implementation of the Numeracy Framework
• Using teaching styles and methods which engage and
motivate learners and enable them to tackle PISA style
questions and questions within GSCE examinations which
require the application of numeracy skills;
•
•
Using intervention programmes effectively to support pupils
who are falling behind their peers
Raising the profile of numeracy
Process
All schools will have a numeracy review in the Spring
or Summer term 2013.
In 60% of schools this review will take place as part of
the second entitlement visit and will consist of:
– A dialogue with the Head teacher/SMT and lead
person for numeracy to discuss planning for
improvement in numeracy and the impact on
standards
– A scrutiny of learners’ work across the curriculum
– Interviews with learners
• All schools will be sent the numeracy audit to use as a
self-evaluation tool
Process
• 40% of schools will have a full review that will consist
of:
– a dialogue with the Head teacher/SMT and lead
person for numeracy to discuss planning for
improvement in numeracy and the impact on
standards
– a scrutiny of pupils’ work across the curriculum
– interviews with learners
– lesson observations from a range of subjects
Our selection of these schools is based on
the following principles :
 Targeting schools to be inspected in the next
two years
 Information from the autumn term visit,
mathematics data and school context
 Ensuring a cross section of schools within the
matrix
Before a review
Local Authority
School
Analyse school data for
mathematics.
Note any recommendations from
previous Estyn inspections.
Consider targets from the autumn
term dialogue.
Check the school has received the
numeracy audit
Provide any data or relevant
information requested by the
CSIO.
Complete numeracy audit and
return to CSIO
Plan and agree on specific
timetable for the review with
school.
Share aim of the review and
timetable with all school staff.
Organise and brief team
Head, member of SMT or
curriculum leader are invited to
join the LA team.
We have also agreed the
following regarding the process:
 Lesson observation will focus on Years 2, 4,
6, 7 a 9 only, and we will look at pupils’ books
and discuss with groups of pupils as a
natural part of this process – taking groups
out of class for a time to discuss with them.
 Naturally pupils in the above years will be in
mixed year classes in smaller schools, but that
is something we simply have to accept
Numeracy
Audit
Aims
• To promote a common language and process
across the six local authorities in the region.
• To provide a framework that assists schools
to evaluate provision for numeracy
Objective
To provide a self evaluation tool that can be
used by senior managers to promote dialogue
and discussion and identify strengths and
areas for improvement in the teaching and
learning of numeracy.
Using the numeracy audit
This audit is a tool that has been produced for senior
managers to use as part of their self-evaluation
process. Statements and prompts are provided to
help managers evaluate:
 how well learners use their numeracy skills across
the curriculum; and
 how well-prepared they are for implementing the
National Numeracy Framework when it becomes
statutory in September 2013.
Estyn guidance and remit reports, and the National
Numeracy Programme were used to develop the
statements and prompts.
The audit should be used:
 to inform development planning;
 to inform the dialogue between
Headteachers and CSIO’s;
 as a starting point for those schools having a
numeracy review;
 to identify strengths and areas for
development in leadership, learning and
teaching.
Mental Mathematics Interview
The key aims of the Literacy and Numeracy
Frameworks are to:
• help teachers of all subjects to identify and provide
opportunities for learners to apply literacy and numeracy
across the curriculum, and is broken down by year group
• describe, with precision, the annual national
expectations for literacy and numeracy for learners 5–
14, and progression indicators for learners with
additional learning needs
• help determine learner progress in literacy and
numeracy and provide annual reports to parents/carers
based on teacher assessment so that teachers, learners
and parents/carers are all clear how learners are
progressing and what are the next steps.
Following consultation the final version of the LNF is now
available online for schools to use on a non-statutory basis
and on a statutory basis from September 2013.
It will be fully supported by a comprehensive range of
online guidance and training materials and we will assess
the need for further training.
NUMICON
0
zero
1
one
2
two
3
three
4
four
5
five
6
six
7
seven
8
eight
9
nine
10
ten
4
8
2
10
1
3
5
9
0
1
2
3
zero
one
two
three
4
5
6
7
four
five
six
seven
5
1
9
10
2
8
five
ten
nine
one
two
eight
Double…
3
Half…
6
1p
2p
5p
10p
£1
=
Different
ways of making
7
Different
ways of making
13
Base 10
1 0
9
1 09
19

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