Numeracy Improvement PlanIn Depth Action Plans 16/17

In Depth Action Plans and Trainers 16/17 1

Continue to develop and grow CPD teams and

identify lead practitioners to support training across

Highland.MN4

Ensure effective transition information is used to plan

progressive learning pathways for all young

people.MN3

Develop a shared understanding of standards and progression across the

BGE up to the end of S3.

MN2

Support ASGs in planning and integrating learning, teaching and assessment using national guidance

including the SALs.MN1

Ensure that all young people develop the numeracy skills they need to achieve success in

life, learning and work.

Improved attainment and confidence in numeracy and mathematics across all

stages

Build a shared understanding amongst staff of how children progress in numeracy

and of effective learning and teaching strategies

In Depth Action PlansMN1: Development project MN1

Support ASGs in planning and integrating learning, teaching and assessment using national guidance including the SALs.Linked to HGIOS4 QIs

2.3, 3.2What difference will it make for learners? (Why are we taking this forward?)

More consistent approaches to numeracy across Highland Meaningful learning in a range of contexts Raised attainment in mathematics and numeracy across all stages Develop confidence, in both staff and pupils, that results in increased pupil engagement and enjoyment

Criteria for success Develop more joined up working across ASG and Highland Raised attainment in mathematics and numeracy across all stages An increase in pupil engagement and enjoyment of Maths and Numeracy (AfE attitudes data) An increase in the percentage of staff reporting that they feel confident in the teaching of maths and numeracy

What are we going to do and when Who will do this? Continue to maintain and develop Highland Numeracy Blog and Glow to offer a range of resources, diagnostic

assessments, materials and guidance to practitioners across the Highland area Continue to build in follow up support visits as part of CPD training Identify and maintain contact with key practitioners from all schools or ASGs receiving training or support Continue to target support in classrooms following on from training as required Promote national guidance from National Numeracy Hub Support practitioners by modelling teaching model with groups of children Support practitioners by discussing use of diagnostic assessment for grouping, planning and tracking progress Offer training and support to maths and SfL departments in secondary schools to plan for children not yet at 3rd level Promote training and support to schools across an ASG where one school makes contact Build a bank of practitioners in different schools willing to be visited to model good practice Offer parent information sessions to be adapted and delivered according to the needs of the school

Kirsten Mackay (KM), Numeracy Development Officer and practitioners

In Depth Action Plans and Trainers 16/17 2

Monitoring and evaluation procedures (evidence of success) Who will do this?

As per evaluation reports prepared by Development officer Nov/March KM

Expected Resource Needs

Ongoing review

In Depth Action Plans and Trainers 16/17 3

Development project MN2Develop a shared understanding of standards and progression across the BGE up to the end of S3

Linked to Qis HGIOS4 1.1, 2.3What difference will it make for learners? (Why are we taking this forward?)

Pupils are clear on expectations of standards to be achieved and experience consistency across schools, ASGs and across Highland A range of evidence is used to assess progress including dialogue with teachers Raised attainment in mathematics and numeracy across all stages

Criteria for success Staff have clear expectations of standards to be achieved and deliver consistency across schools, ASGs and across Highland A range of evidence is used to assess progress including dialogue with teachers Raised attainment in mathematics and numeracy across all stages

What are we going to do and when Who will do this?

Continue to deliver Twilight training sessions as developedContinue to develop the training available on the CPD calendarInclude moderation of standards when delivering trainingBe part of the authority Tapestry initiative and incorporate into trainingContribute to the authority Moderation pack for schools

KM and Numeracy trainers team

Monitoring and evaluation procedures (evidence of success) Who will do this?

Moderation data arising from the national Teacher Judgement SurveyUptake and Evaluations from CPD eventsUptake and Evaluations from twilight sessionsBlog statistics

LTKM/LTKM/LTKM

In Depth Action Plans and Trainers 16/17 4

Expected Resource NeedsNumeracy development officer – to deliver twilights, CPDFunding for teams to deliver CPD1 place for Numeracy Development officer on Tapestry projectOngoing review

In Depth Action Plans and Trainers 16/17 5

Development project MN3Ensure effective transition information is used to plan progressive learning pathways for all young people.

Linked to QIs1.3, 2.3, 2.6What difference will it make for learners? (Why are we taking this forward?)Information about pupils’ learning and achievements will be used effectively to ensure continuity in learning across the curriculum.There will be clear, shared processes in place for the transfer of information about all pupils’ learning and achievements across the curriculum.Transition arrangements will ensure pupils’ wellbeing and raise attainment.Criteria for success

ASGs work collaboratively to develop a shared understanding of progress. ASGs work collaboratively to develop effective information sharing about learners’ progress and needs. Raised attainment in mathematics and numeracy across all stages.

What are we going to do and when Who will do this? Share good practice within and across different ASGs Promote training or support across an ASG where one school makes contact with Development officer Development officer to support the development and delivery of Numeracy CPD to secondary probationers Share examples of effective transition on Glow/Blog Model use of diagnostic assessment as key transition information between all stages Support schools in developing effective transition information to share across levels Build relationships with Primary 7 teachers and key practitioners from associated secondary schools wherever

possible

KM

Monitoring and evaluation procedures (evidence of success) Who will do this?

ASG contact list Diagnostic assessment data Incas data Ongoing feedback from ASGs CPD evaluations

KM/LT

In Depth Action Plans and Trainers 16/17 6

Expected Resource NeedsNumeracy development officer – to deliver twilights, CPDFunding for teams to deliver CPDOngoing review

In Depth Action Plans and Trainers 16/17 7

Development project MN4Continue to develop and grow CPD teams and identify lead practitioners to support training across Highland.

Linked to Qis, HGIOS41.2, 2.3, 3.2What difference will it make for learners? (Why are we taking this forward?)

Develop confidence, in both staff and pupils, that results in increased pupil engagement and enjoyment Raised attainment in mathematics and numeracy across all stages

Criteria for success Raised attainment in mathematics and numeracy across all stages (AfE, Insight,) An increase in pupil engagement and enjoyment of Maths and Numeracy (AfE attitudes data) Staff have an increased understanding of how children learn (CPD and twilight evaluations)

What are we going to do and when Who will do this? Steering group meet and evaluate feedback from all training teams Steering group to identify next steps for future training Steering group members to sit in on each other’s training sessions to ensure clear and consistent messages

across all teams Steering group members to identify key practitioners to join training teams Invite key practitioners to sit in on current training in order to build confidence in leading future training Add key practitioners to training teams as confidence and skill in leading training is developed Set up shared drive to share training materials and track ongoing contact with schools and ASGs Develop a secondary Maths probationers CPD day for delivery 2016/17 Develop an additional follow up day (opt in) for Primary probationers

Ongoing March 2016 – March 2017

KM/LTKM and Numeracy trainers teams

Monitoring and evaluation procedures (evidence of success) Who will do this? CPD and twilight evaluations AfE attitudes data AfE, Insight data

KM/LT and Numeracy trainers teams

In Depth Action Plans and Trainers 16/17 8

Expected Resource NeedsAs detailed in CPD Numeracy Overview spreadsheet

Ongoing review

In Depth Action Plans and Trainers 16/17 9