School Improvement Plan - Numeracy

Eglish NS. 2016

Baseline data

  • Standardised test results in Numeracy for 2014 were analysed.
  • Questionnaire was administered to pupils from 3rd – 6th classes to gauge the children’s opinions on numeracy in the school
  • Whole school staff reflection on teaching and learning of Numeracy in the school was surveyed by way of a SWAT analysis at Staff Meetings and use of Haddington Road hours.
  • All Staff contributed to a Maths Resources Inventory detailing what Maths resources were available in each room.
  • Parents were questioned.

Summary of main areas requiring improvements

  • The area of Maths Language was identified as the area for priority focus.
    • Each classroom will contain a ‘Maths Wall’ which will be regularly updated with Maths Language and Information as it arises in Class Topics.
    • Each student will keep an A5 Hardback Personal ‘Maths Dictionnary’ in which they will record new Maths Language as it arises.
    •  Acknowledging the success of the use of Numicon in the Junior Room, more frequent use of Numicon will be extended throughout the Middle Room and for students with SEN.
    • Strategies to support pupils in the area of problem solving need to be agreed at whole school level.

    Improvement Targets

    To expose children to more mathematical language and provide opportunities to use this language

    To improve the number of pupils stating that they are good at  problem solving

    To increase the opportunity for pupils to engage with Maths in the environment

     Required Actions
    • Have an evolving ‘Maths Wall’ on display in each classroom to which students’ attention is frequently drawn.
    • Develop use of common Maths language throughout the school by using interactive Maths Charts
    • The Instructional Framework will also provide opportunites to use this language
    • Consolidate a dedicated weekly problem solving time in each classroom for group and individual problem solving activities
    • To introduce a school wide approach to Problem Solving, i.e RUDE.
    • To focus in on higher order thinking skills we will use the instructional frame found in PDST manuals to enable children to become competent in the skills of Reasoning and Communication and Expressing.
    • We will use Co-operative Teaching  and collaborative  Work as required.
    • Increase use of following teaching methodologies in class
    • i)Maths Trails in and out of class
    • ii)Group work
    • Increase use of maths games in lessons
    • Increase use of ICT software in lessons
    • Promoting Maths Eyes and Ears in the school

    Success Criteria / Measurable Outcomes

    Observation of children’s dialogue while engaged in collaborative and co-operative learning.

    Using the Revoicing strategy to measure the attainment of mathematicial language taught.

    Teachers will observe the children to see if they begin to demonstrate observable improvements in problem solving skills during classroom activities

    Constantly using examples of ‘real-life’ Maths from Students’ own environment.

    Using a variety of materials children will have opportunities to measure and record lengths of various objects and places in the school context

    Assessing children’s accuracy and answers to activities provided

    Persons Responsible

    All teachers and SNA

    Timeframe for Actions

    End of June 2019

    Monitor and Review

    Review Date June 2019