Primary Mathematics Resource


 Action Planning
in Numeracy

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Primary Mathematics Resource

Action Planning in Numeracy

Why action plan for Mathematics and Numeracy?

An effective Numeracy action plan provides a solid framework to prioritise, track and review
development work in Mathematics and Numeracy. The layout of the document may vary but in
order for the action plan to be effective some guiding principles should be applied. The action plan
should be explicit in detail and rigorous in application if it is to have a positive impact on numeracy
standards.

The Numeracy action plan should:

• be integral to the School Development Plan
• be a collaborative working document agreed and understood by staff
• be annotated and reviewed in the light of monitoring and evaluation
• have a clear focus on raising attainment and achievement in numeracy
• lead to improvement in the quality of teaching and learning in numeracy
• lead to improvement in leadership and management of numeracy
• assign roles and responsibilities
• have SMART* targets (see below)
• have clear and specific success criteria which will determine the extent to which each target
has been achieved
• include the approaches, including teaching and learning strategies, to be used to address
the targets
• include time and resources needed to implement the plan
• have clear procedures for monitoring and evaluation
• be reviewed and evaluated in order to inform future planning

SMART TARGETS

SPECIFIC – It will be easier to determine whether you have met

your targets if they are clear and specific

MEASURABLE – Quantifiable targets will enable you to measure the progress you
have made in achieving the target

ATTAINABLE - Targets should represent real improvement on the school’s current

position while reflecting what can realistically be attained in the
time available

REALISTIC - Targets can only be met when individuals have the resources, time
and support to make things happen

TIME-BOUND - An end date is essential so that progress can be monitored through

the SDP process, achievements can be recognised and further



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What is included in an action plan?
The layout of the action plan may be customised according to personal choice but the sections in
the table below should be included. Sample action plans and proformas accompany this
document. Remember that it is the impact of the action plan that is important not the format.
SECTION
BASELINE
position
This clearly states the current position
of the school with regard to issues to
be developed.
The issues may be identified as a
result of:
• a numeracy audit
• monitoring and evaluation
• recent inspection report
• analysis of data
• issues arising from
questionnaires
TARGETS / OBJECTIVES
to be achieved
(qualitative and quantitative)
Targets will be identified as a result of
a detailed and accurate evaluation of
the baseline position.
Quantitative targets will be set in the
context of regional or national target
setting
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POINTS TO CONSIDER
• How well are we doing at the moment?
• What is currently happening in our school?
• What is our starting point?
The statements may refer to a lack of provision, e.g.
• Current numeracy planning does not address
progression and continuity in Processes in
Mathematics
They may refer to the need for improvement, e.g.
• Analysis of quantitative and qualitative data
shows that some pupils are not performing
satisfactorily in Processes
• What are we aiming to achieve and by when?
Targets should lead to improved pupil performance
and should be SMART. e.g.
• The number of pupils achieving stanines
7-9 in Progress in Maths will increase
by 5%
• Mental Maths strategies, as identified in the
Numeracy Teaching and Learning file, are being
actively taught in all year groups
Targets could be labelled T1, T2, etc and linked to
specific success criteria SC1a, SC1b, SC2a, and
monitoring procedures MSC1a, MSC1b, MSC2a, etc
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SECTION
SUCCESS CRITERIA
The reference point against which
intended improvements can be
measured.
Success for raising standards could be
a statistical representation of levels of
attainment to be achieved
(quantitative)
It could be a statement about changes
to practice that would be evident at
whole school level in planning,
teaching strategies, pupil
responses/attitudes, ethos or skills
development (qualitative)
ACTIONS
These need to be:
• succinct and explicit
• agreed by staff
• related specifically to the
identified issue
• mindful of time and resources
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POINTS TO CONSIDER
• How will we know if we have succeeded?
• Take each specific target/objective and set
success criteria indicating how you will know that
you have met the target/objective.
• These statements should be specific and clear
and can be used as a reference point for
developing monitoring strategies.
• Success criteria should be written in the future
tense and could be labelled SC1a, SC1b, linked
to the relevant targets and monitoring
procedures.
• Examples of success criteria are:
o Pupils will be able to explain the strategies
they use for mental calculation
o There will be evidence of process-rich
activities in medium term planning
• What are we going to do in order to achieve our
targets?
• Begin each statement with a verb
(review, plan, discuss, teach)
• It is better to have a number of short time-bound
tasks than one general task that tries to
encompass everything but is difficult to monitor
and manage.
• Examples of actions could include:
o Attend INSET on Processes in Maths (25 Aug
11)
o Review current planners to make Processes
explicit (Sept 11)
• You may find it helpful to separate the actions
into leadership/management actions (co-
ordinator) and teaching/ learning actions
(teachers)
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SECTION
WHO?
It is important to agree roles and
responsibilities at the planning stage.
Improvements can only be made if
change happens in the classroom.
The co-ordinator directs, supports,
monitors and collates but ultimately
each teacher has a responsibility to
effect that change.
RESOURCES
and
SUPPORT
MONITORING
STRATEGIES
These are used to check progress at
regular intervals as it happens. All staff
involved should be clear on the
purposes and uses of monitoring
It is vital that the monitoring fits in
comfortably with the ethos of the
school.
Dates are important; make them
manageable.
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POINTS TO CONSIDER
• Do all staff involved have clear roles and
responsibilities?
o SMT
o Co-ordinator
o Teachers
o Learning Support Assistants
• What resources do you need to make the actions
happen?
• Include:
o Directed Time
o Substitute Cover
o Staff Development Days
o CASS Support
o Materials and Equipment (with costs)
• Are we doing what we set out to do?
• How are we going to gather evidence that will
reflect the success criteria?
• It is essential that co-ordinators maintain a
monitoring file containing all evidence related to
the action plan.
• Label each monitoring statement MSC1a,
MSC1b, etc linked to the relevant success
criteria SC1a, SC1b, etc.
Strategies should be appropriate to the type of
information being gathered. For example:
• Book Scoop (Nov 11, Mar 12)
o to monitor methods of recording or assessing
numeracy work
o to monitor agreed teaching strategies
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SECTION POINTS TO CONSIDER

• At the end of the implementation period of the

EVALUATION
Evaluation is carried out at the end of
the process and is based on the
evidence collated from monitoring.
The evidence gathered through the
monitoring procedures can be used to
make a summative assessment of
current practice and to inform future
planning.
Monitoring and evaluation strategies
for Numeracy should be in line with the
agreed procedures for whole-school
monitoring and evaluation
action plan, how will you decide how successful
you have been?
• The evaluation must indicate:
o the extent to which the targets have been
achieved
o a review of the success criteria
o the factors which helped or hindered progress
o lessons learned from the process
o recommendations for future action
• A termly progress report will help when drawing
up a final evaluation report
(Further guidance on producing an evaluation report
is provided with the monitoring and evaluation
materials)

Future Developments

After evaluation has been completed and feedback delivered to all those involved, it is important
to involve staff in planning the way forward. This planning must take account of the professional
judgement of staff involved as well as contributory factors such as additional resources. The
installation of interactive whiteboards in the classrooms, for example, would have implications
for reviewing teaching approaches, use of resources, pupils’ involvement and assessment for
learning.

If an action plan target was not achieved then staff need to consider what needs to be done to
bring about the desired improvements. This target would then be reviewed and carried over to
the next action plan if appropriate.



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Exemplar
Action Plans



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School Name Sample Primary School

Year 2011 - 2012

Improving Standards of Teaching and

Issue Learning in Mental Maths



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ISSUE: Mental Maths No: 1 of: 1

Specific Objective(s)/Target • T1 : All teachers are planning and actively teaching strategies
for mental calculation appropriate to their year group.
What are we aiming to achieve
and by when? • T2 : Pupil performance in Mental Maths will have improved.


 (by June 2012)

Baseline reference point:
How well are we doing at the
moment?
As a result of a whole school audit Mental Maths was highlighted as an
area requiring development.
Seven years ago Mental Mathematics was a priority for whole school
development. Since then we have had changes in staff and we wish to
review and monitor our Mental Mathematics programme

Success Criteria  SC1a : All teachers will be familiar with current teaching methods in
Mental Maths and the implications for teaching written calculations
How will we know if we have  SC1b : Medium term planning will indicate that appropriate mental
succeeded? strategies are being taught in each year group
 SC2a : The average standardised score in Progress in Maths will
Include timescale where improve in each class at KS1 and KS2
appropriate.  SC2b : Pupils will be able to explain the strategies they use for
mental calculation

Led by: Numeracy Co-ordinator

Actions (What are we going to do in order to achieve our objectives and the targets stated within our
success criteria?)
Co-ordinator will :
• Avail of CASS support as appropriate
• Lead staff in
o providing access to current resources (on-going)
o review of planning for Mental Maths (early Oct 11, late Jan 12)
o review of approaches to written calculation (SDD – 7 Nov 11)
o review meetings to discuss progress towards targets (Nov 11, Feb 12, May 12)
• Monitor planning and maintain monitoring file (on-going)
• Observe colleagues engage in a Mental Maths session with pupils and give feedback (February /
March 12)
• Lead review meetings to discuss progress in Mental Maths (Nov 11, Feb 12, May 12)
• Design a proforma for staff to evaluate Mental Maths planning (Sept 11)
• Produce self-evaluation report (June 12)

Teachers will :
• Attend INSET workshop on Mental Maths (24 August 11)
• Attend meetings to discuss, track performance and review progress in Mental Maths (half-termly)
• Review medium term planners to include Mental Maths strategies (Oct 11 / Jan 12 / April 12)
• Review approaches to written calculations (SDD – 7 Nov 11)
• Teach specific mental calculation strategies appropriate to their year group (on-going)
• Participate in classroom observations to monitor Mental Maths (February / March 12)
• Collect pupil feedback on Mental Maths activities (March 12)
• Contribute to the whole-school self-evaluation of Mental Maths (May 12)



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MONITORING (How are we going to monitor the implementation of the programme?)

Evidence collected by: Numeracy Co-ordinator

By means of: • MSC1a : Minutes and action points from review meetings. Evaluations of
(How and when) planning (each half term)
• MSC1b : Monitoring planning (termly) and classroom observation (Jan / Feb
12)
• MSC2a : Analysis of PIM scores (May 12) Tracking pupil progress (termly)
• MSC2b : Classroom observation feedback (Jan / Feb 12)

Analysed by: Numeracy Co-ordinator & SMT

Reported to: Principal & Staff

RESOURCES (COSTS) • Teaching and Learning file

• Staff Development Days (7 Nov 11 and 4 Jan 12)
Human/material/time • Directed Time
• Co-ordinator Release (one day per term)
• Resources for Mental Maths £1000

SUPPORT
CASS Support as required
(Including INSET - indicate Co-ordinator Support : Resources
whether school based or centre INSET led by Numeracy Co-ordinator
based)

EVALUATION Examine teaching plans, minutes of review meetings.

Feedback from teachers and pupils, termly progress report
At the end of the implementation self-evaluation report (June 12)
period of the action plan how will
you decide how successful you
have been?

What success have you had and

why?

What has gone less well and

why?

FUTURE DEVELOPMENTS This will be identified in the self-evaluation report and will help to inform
subsequent Numeracy action plan.
Do you need to do anything
differently in order to bring about
the improvements you were
looking for?



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 Annex Q
POST-INSPECTION ACTION PLAN

SCHOOL: Ref no: DATE:

Areas for Improvement Identified by Inspection:

Development of mathematical processes through investigative activities.
Develop further the role of coordinator in monitoring and evaluating mathematical provision.(refer to whole school Monitoring &Evaluating action plan)

Where are we now? (with reference to areas for improvement noted above)
A recent inspection ………There needs to be an increased focus in developing processes in mathematics and integrating the use of investigations into
lessons to provide additional challenge and enjoyment for all children

Objectives/targets Actions to bring Time/materials/staff

External Support Staff/lead
to bring about Success criteria about development Timescale
Required? responsibility
improvement improvement including costings

T1 SC1 Develop a shared

There is an agreed Teachers will use understanding of School Improvement CASS (Numeracy) Coordinator(s) Dec 2011
line of progression the agreed line of processes. days (Aug)
in processes from progression for Audit and share SMT/SLT
P1 – P7 planning and current practice 4 Directed time
teaching and identify more sessions
opportunities to
develop process Lines of
skills Development

CASS Audit tool


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 Objectives/targets Success criteria Actions to bring Time/materials/staff External Support Staff/lead Timescale
to bring about about development Required? responsibility
improvement improvement including costings
Agree and produce a Review meetings
line of progression in
Mathematical
processes

T2 SC2a
All teachers are Teachers will plan, Research and plan 4 Directed time sessions CASS Coordinator(s) June 2011
actively teaching and teach regular appropriate activities/
process based skills mathematics lessons lessons Lines of Development SMT/SLT
to include
opportunities to Identify and use Review meetings
develop process appropriate teaching
based skills. strategies to develop
process skills
SC2b
Lessons will cater for Provide sufficient
the varying needs of opportunity for
the Children’s and will children to discuss
include appropriate their problem solving
pace and challenge. strategies

SC2c
Teachers will evaluate Participate in regular
children’s learning review meetings to
against the process discuss and
based learning disseminate effective
intentions. practice

T3 SC3a School Improvement

Children performance Children’s will be Analyse Children Day (June) CASS Coordinator(s) June 2011
in processes will have more competent in performance data in
improved using mathematical relation to processes Review meetings SMT/SLT
(you may include a processes to solve
numeric target based problems
on your data analysis)
SC3b
Average standardised
scores in PIM will
improve at KS1 and
KS2


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Strategies to Monitor and Evaluate:

MSC1
Monthly Key Stage meetings with agreed actions
Teacher’s planning will reflect the content of the line of progression
Gather evidence of children’s work

MSC2a
Collect medium term planning to track development of process across year groups and whole school.
Classroom observation
Gather evidence of children’s work

MSC2b
Classroom observations
Gather evidence of children’s work

MSC2c
Review meetings to share practice and evaluate.
Gather evidence of children’s work

MSC3a
Gather evidence of children’s work
Classroom observation
Children questionnaires
Review children’s learning experiences by talking with children of varying abilities in each year group

MSC3b
Tracking children performance at class level
Analysis of PIM outcomes
Analysis of key stage outcomes


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Conclusion (to include overall evaluation with relevant evidence):


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Raising Achievement – Numeracy

Action Plan 2011 -2012

Issue Monitoring
Baseline Target Success Criteria Action
Strategies

Effective There is a T1 SC1 Targets will be addressed through the following

use of data range of data Whole school Key Targets met actions:
collected stage targets:
across school • Co-coordinators/SMT set end of key stage targets based Whole staff
KS1 – 96 % L2+ on current data meetings to review
Some KS2 – 81 % L4+ • Results and new targets disseminated to all staff for progress
teachers are SC2a agreement Actions agreed
familiar with T2 Data analysis and use has impact • Coordinator provides training for all staff on target setting
collection and NFER Targets on learning and teaching – targets process and use of benchmarking data Co-coordinators
use of data To increase are met • SMT administer PIM to all children in P3– P6 (June) receive PIM class
average • Co-ordinator collates and disseminates data to all staff targets from
Data is used standardized score SC2b • Numeracy team, and staff, identify stanine groups and teachers in P4 – P7
by a small by 2pts in each Staff use full range of relevant children identified as vulnerable in years 4 – 7, and relevant Year
number of class data when planning learning • Year one – three teachers analyse relevant data and one – three targets
teachers experiences identify groups
Year 4 - 98 All staff know which children have • All planning reflects groupings and clearly highlights
Year 5 - 105 been identified and are aware of numeracy targets within half termly cycle Classroom
Year 6 - 111 year group and pupil targets • Review meetings timetabled for the year including observations based
Year 7 – 110 opportunities to evaluate and gather evidence relating to on agreed numeracy
progress in achievement of target focus (current
T3 SC3a • Children in P4 – P7 are giving INCAS assessment and numeracy targets)
Year 1 – 7 have Planning indicates differentiated results are analysed as above.
numeracy targets learning experiences • Results for PIM and INCAS are compared Portfolio of evidence
for all children in Planning is evaluated and targets • Coordinator is kept informed of any child not on track to is gathered once a
class, highlighted in amended if necessary meet target term for internal
planning • SENCO is kept informed of any child not on track to meet standardization
Targets met SC3b target purposes
Pupils are aware of their learning
goals and experience success

SC3c
Co-ordinator is fully aware of the
progress being made within
classes and across the school.


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