Eglish National School

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.

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