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Tried and tested: Diminishing the difference at UKS2

Nicola Randall is a Primary Mathematics Adviser for Herts for Learning where she has been working on closing the gaps projects with disadvantaged learners, working with schools to champion their needs.  She has worked on behalf of the Virtual School.

Over the past few years, I have been working with schools across Hertfordshire to accelerate the mathematical progress of pupils in receipt of the pupil premium funding. The DfE research paper (November 2015) suggests that the 3 strategies which have the greatest impact on the attainment of disadvantaged pupils are: paired or small group additional teaching, improving feedback and one-to-one tuition. Whilst these are clearly helpful for closing gaps in understanding or knowledge, sometimes it’s the small tweaks to whole class practise that can make the biggest difference. Having worked alongside teachers, I have looked in great depth at many pupils’ work and together with teachers we have reflected on how the pupils conduct themselves during maths lessons.  What is clear, is that each individual pupil comes with their own experiences, strengths and areas of difficulty yet interestingly, through this approach, I found there were some common barriers holding this vulnerable group back in mathematics. Continue reading “Tried and tested: Diminishing the difference at UKS2”

Are the boys really better at mathematics?

Kate Kellner is a  Primary Maths Adviser at Herts for Learning

Is it possible that we still have a gap in attainment between higher achieving boys and girls in primary mathematics? And, what should we do about it?

I am not the first to write on this topic. Many have gone before me, to lament the achievement of girls in mathematics. Studies over time, and across the world, have tried to fathom why there might be an achievement gap based on gender. Interestingly, the gap is not present across the whole world. It appears to be more prevalent in Anglo-Saxon areas including the UK and the USA. Continue reading “Are the boys really better at mathematics?”

So you have textbooks…so what?

Siobhan King is a Mathematics Adviser at Herts for Learning

I have been thinking about maths text books: what they add to lessons and how they can be used effectively.  I am a firm believer in not reinventing the wheel and know that teacher time is finite and exceptionally valuable.   Furthermore, I agree with Tim Oates’ assertion that “high quality textbooks support both teachers and pupils – they free teachers up to concentrate on refining pedagogy and developing engaging, effective learning.”  (Oates, 2014, p4) Continue reading “So you have textbooks…so what?”

Subject Leaders and SATs – Where now?

David Cook is the Lead Teaching and Learning Adviser for Primary Mathematics at Herts for Learning

Recently he collated everything he and the team had found after analysing the scripts of both KS1 and KS2 tests and fed this back to Hertfordshire subject leaders and then gathered their experiences together.  This blog reflects that presentation and subsequent work with subject leaders. Continue reading “Subject Leaders and SATs – Where now?”

‘It’s differentiation Jim, but not as we know it!’

Nicola Randall is a Primary Mathematics Adviser at Herts for Learning

Over the past year I have worked with several schools developing a mastery approach to teaching and learning in Mathematics. The approach fits well with the new curriculum and enables both teachers and pupils’ depth of learning. From my conversations with teachers and leaders, one question that is on everyone’s mind is ‘what about differentiation?’ Continue reading “‘It’s differentiation Jim, but not as we know it!’”

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