Maths: School Improvement Plan
Actions Resources/Methodologies Success Criteria
1. To give the children Maths Textbooks Do the % of pupils scoring
Problem Solving and Use ICT for Problem Solving higher marks in Sigma
Reasoning Strategies. Ideas from PDST. tests( problem solving)
(Primary Development improve after 3 years.
Support Team).
2. Give discrete time to problem Have a dedicated time on Do the % of pupils who
solving. Timetable for Problem enjoy solving problems
Solving. increase.
3. Communicate Maths Staff complete a Maths Number of parents who
Language to pupils, Language Booklet . understand number
between staff and with Communicate and circulate operations and can help
parents by means of a it to parents via the school with homework increases.
Booklet. website and Hard Copy. Better understanding
Focus on Maths Language in Children use it as a reference of maths language
Problem Solving. guide whilst engaged in among pupils.
maths activities.
4. Have a Maths Notice Board Maths Notice Board to focus Is there improvement of
in every room with on areas where children understanding among
information on Maths are having problems. pupils?
Language/Problem Solving.
1. To give the children Maths Textbooks Do the % of pupils scoring
Problem Solving and Use ICT for Problem Solving higher marks in Sigma
Reasoning Strategies. Ideas from PDST. tests( problem solving)
(Primary Development improve after 3 years.
Support Team).
2. Give discrete time to problem Have a dedicated time on Do the % of pupils who
solving. Timetable for Problem enjoy solving problems
Solving. increase.
3. Communicate Maths Staff complete a Maths Number of parents who
Language to pupils, Language Booklet . understand number
between staff and with Communicate and circulate operations and can help
parents by means of a it to parents via the school with homework increases.
Booklet. website and Hard Copy. Better understanding
Focus on Maths Language in Children use it as a reference of maths language
Problem Solving. guide whilst engaged in among pupils.
maths activities.
4. Have a Maths Notice Board Maths Notice Board to focus Is there improvement of
in every room with on areas where children understanding among
information on Maths are having problems. pupils?
Language/Problem Solving.
The School Improvement Plan For Maths
2014
Planning Time to date: 17/4/14 28/4/14/ 6/5/14
Targets :
1. Problem Solving
To improve Problem Solving / reasoning throughout the school.
To increase problem solving scores in Sigma Tests by 2 % .
To increase the percentage of pupils who like solving more challenging Maths Problems and to make it a more enjoyable activity.
2. To communicate the Language of Maths to pupils, between staff and to parents.
3. To have a Maths Notice board in every classroom and on the main corridor.
Baseline Evidence / Data used for our School Self Evaluation Report .
We gave out questionnaires to every parent and pupil.
We examined Sigma Test scores.
We gathered evidence from school staff using the following resource ‘ A Review of Maths Throughout the School’.
Persons Responsible : All Staff
Timeframe For Actions : This is a 3 year plan.
Year 1:
September 2014 :- Focus on Problem Solving Programme with classes.
Staff to compile a Maths Language Booklet.( Sep – Dec '14).
Staff may attend development courses on Problem Solving and ICT in problem solving when offered by Teacher's Centre.
Year 2 :
Focus on Maths Language in Problem solving.
Continue with Problem Solving strategies.
Bring Maths Language Booklet to the attention of Parents.
Focus on Maths Notice Boards.
Year 3 :
Monitor Problem Solving and the effectiveness of the Strategies .
Review Maths Language and improve if necessary.
Up-date Maths Notice Boards
Planning Time to date: 17/4/14 28/4/14/ 6/5/14
Targets :
1. Problem Solving
To improve Problem Solving / reasoning throughout the school.
To increase problem solving scores in Sigma Tests by 2 % .
To increase the percentage of pupils who like solving more challenging Maths Problems and to make it a more enjoyable activity.
2. To communicate the Language of Maths to pupils, between staff and to parents.
3. To have a Maths Notice board in every classroom and on the main corridor.
Baseline Evidence / Data used for our School Self Evaluation Report .
We gave out questionnaires to every parent and pupil.
We examined Sigma Test scores.
We gathered evidence from school staff using the following resource ‘ A Review of Maths Throughout the School’.
Persons Responsible : All Staff
Timeframe For Actions : This is a 3 year plan.
Year 1:
September 2014 :- Focus on Problem Solving Programme with classes.
Staff to compile a Maths Language Booklet.( Sep – Dec '14).
Staff may attend development courses on Problem Solving and ICT in problem solving when offered by Teacher's Centre.
Year 2 :
Focus on Maths Language in Problem solving.
Continue with Problem Solving strategies.
Bring Maths Language Booklet to the attention of Parents.
Focus on Maths Notice Boards.
Year 3 :
Monitor Problem Solving and the effectiveness of the Strategies .
Review Maths Language and improve if necessary.
Up-date Maths Notice Boards
School Self Evaluation Report : 17/4/2014
Introduction : A school Self Evaluation of teaching and learning in Maths was undertaken during the period Jan – June 2014.
This is a report of the findings of our evaluation.
A snap shot of our school on May/June 2014 :-
St Mary’s is a rural co-educational Primary School. There are currently 86 pupils, 5 teachers – 4 classroom teachers, a learning support teacher, a shared Resource teacher and a part-time Special Needs Assistant. We recently added a new extension and car park and a Football field. Staff administer Micra, Sigma and Drumcondra Tests each academic year.
We are a Green School and are currently working on our 5th flag on ‘Biodiversity’.
Summary of Findings : Questionnaires on Maths were given to all parents.
The findings are as follows :
In senior classes 80% of parents feel their children have a positive attitude towards Maths. Most difficult areas for their children are Problem Solving, Fractions and Decimals and least difficult are Time, Money and Tables. When helping their children with maths homework the majority of parents use examples, draw diagrams and simplify the problem. 25% of parents stated that their children do not need help and work independently. More than 75% of parents play maths games and engage in informal maths activities. 70% said they would benefit from guidance on Maths Homework.
In infants and First / Second :- 80% of Parents say their children like maths and are progressing well. About 50% of children require help with homework and over 95% of parents can explain homework to their children. The majority of parents (90%) feel their children are good at problem solving. Some parents added that more information on Maths Language and terminology used in Maths would be useful.
Questionnaires were also completed by our pupils. The outcomes are as follows :-
66% of children in the school said they like Maths
( Infants 74%, 1st/2nd 70%, 3rd/4th 65% and 5th/6th 56 %).
70% said they are good at Maths
( Infants 90%, 1st/2nd 78%, 3rd/4th 59%, 5th/6th 33 %).
Curriculum Content :What do you like doing most :-
1st/2nd : Measuring(26%) Sums( 26%)
3rd/4th –Multiplication, Division, symmetry and Length.
What do you find difficult in Maths ?
1st/2nd :Problem Solving ( 26% ),Subtraction 21%
3rd/4th : Time (38%) Division(25%),
5th/6th : Problem Solving and Fractions.
Number Operations : The children rated addition and Multiplication easier than subtraction or division.
Problem Solving :-The children have a good understanding of problem solving strategies.
Strategies used included rounding, estimation and working in pairs.
Children also value and use Maths charts in the classroom.
Children’s Questionnaires in senior classes also focused on Attitudes towards Maths.
85% like doing easy maths and 28% like doing hard maths. 73% like using maths equipment and 40% feel happy solving maths problems. They like doing weight, capacity and symmetry,measuring and using Tangrams.
Children in senior classes know the importance of Maths outside of school in everyday life.
Overall we feel that the parents and children at our school are positive about our Maths Curriculum and have a very good understanding of Maths and how important it is. The children enjoy being active and learning both from each other and by using equipment and concrete materials. Areas we could focus on are problem solving, fractions, division and Maths Language.
How our school gathered evidence .
At our Staff Meetings( Jan – June 2014) we looked at and completed a review of Sigma Scores and completed Staff Questionnaires. We also carried out a review of Action Maths Assessment Tests.
( A. Review of Mats. B. Reflecting on the process.)
Standardised test results in Maths show that on average most pupils are performing at or above the national norm.
Sigma scores on Problem Solving (whole school) :-
23% 0 - 23 percentile
21% 21st - 40th percentile
26% 41st-60th percentile
23% 61st – 80th percentile
8% 81st-100th percentile.
Scores for Computation and Procedures and Concepts and Facts are higher than Problem Solving.
Number and Measure are better than Algebra, Data and Shape and Space although more pupils achieved above average marks than below average.
(Insert Table from Sigma)
Action Maths Assessment 5 : Problems with Long Division/Fractions and Problem Solving. Action Maths Assessment 6 : Problems with Problem Solving/Fractions and Decimals.
The teaching staff carried out a Review of Maths and Evaluation of Current Practice. Their reflection on the process are as follows :-
Positives :- We feel that the maths plan uses a variety of modes of assessment (of learning ) and is implemented consistently to monitor pupil progress.
We cover all strands of the Maths Curriculum.
Results of Assessments are used for screening purposes and diagnosis of learning difficulties.
The outcomes of assessment are communicated effectively to parents and Records are kept.
There is a coordinated approach to improvement of Numeracy levels between class teachers and support teachers.
Concrete materials and the school/local environment are used at all class levels.
Classroom planning includes a variety of methodologies (Talk and discussion, active learning and guided discovery and collaborative and co-operative learning.)
Differentiation is used to cater for the learning needs and abilities of each child.
Collaboration takes place on a regular basis between class teachers and Special Education Teachers.
Each class uses a variety of organisational styles (pair work, group work and whole class work ).
Guidance on using homework to support learning is provided to parents.
Areas of Concern :
- A maths rich environment – room for improvement.
- There is not enough time to deal with problem solving, reasoning and mental maths.
- While ICT is used in maths classes it could be developed/ enhanced in class/at home to help children’s understanding of Maths concepts.
- Assessment For learning Requires attention.
- Problem solving – we could focus more on problem solving and strategies used to help children with Problem Solving.
- Maths Language – we feel this area needs attention. We need to communicate Maths Language for each number operation to Parents and between staff.
- Homework – some parents express concern with having difficulty explaining homework.
- Maths skills – problem solving and reasoning / communicating and expressing using appropriate language could be developed.
- We need to augment our Maths Resources.
The Following Areas are Prioritised for improvement :-
1. Problem Solving Strategies and Reasoning :
a. Strategies for problem solving
b. Language used in developing Mathematical thinking.
c. ICT in problem solving
d. Provide time for Problem Solving.
2. Maths Language and communicating with Parents:
a. Booklet with Number operations (addition, subtraction, multiplication, division)
b. Language in problem solving
c. Communicate to parents.
3. Maths Rich Environment :
a. A Maths Board / Corner in each classroom and a maths notice board on main corridor.
Legislative and Regulatory Requirements :
All main policies are reviewed regularly. The Board of Management examined the requirements from the S.S.E guidelines in May 2014.
They agree that all policies are up to date.
