Frobisher Primary and Infant School

Subject Leaders Report

Subject: Mathematics

Academic Year: 2015-16

Staff member responsible: Sarah Gooch

Learners
achievement this
year

Mathematics
Year 1 Autumn 1 - Spring 1
All 2.1 steps progress
PP 1.7steps progress
Male 2.0 steps progress
Female 2.2 steps progress

Year 2 Autumn 1 - Spring 1

All 2.7 steps progress
PP 2.6 steps progress
Male 2.2 steps progress
Female 3.3 steps progress

Year 3 Autumn 1- Spring 1

All 1.9 steps progress
PP 1.8 steps progress
Male 2.0 steps progress
Female 1.7 steps progress

Year 4 - Autumn 1- Spring 1

All 1.7 steps progress
PP 1.8 steps progress
Male 1.7 steps progress
Female 1.8 steps progress

Year 5 - Autumn 1- Spring 1

All 2.7 steps progress
PP 2.8 steps progress
Male 2.8 steps progress
Female 2.7 steps progress

Year 6 - Autumn 1 - Spring 1

All 2.1 steps progress
PP 2.1 steps progress
Male 2.0 steps progress
Female 2.2 steps progress

The quality of
teaching

Through formal observations, climate

walks and blinks.
Teaching strengths to be
monitored and maintained:
Developing the use of the Frobisher
bar as the success criteria
Use of teaching mastery
Increased focus of the teaching of
number and place value
Teachers identifying childrens next
steps and guiding them through
careful marking to achieve these
Environment - supports
independent learning and acts as a
teaching resource
Increased focus on challenging
children through reasoning, fluency
and problem solving
Areas for development:
Assessment for learning
Use of additional adults - training
for classroom support
Rule of three challenge, continue
and support

The quality of the

curriculum

Strengths
Teachers using the Inspire text books
to teach and to inform planning.
Mathematics being taught through the
sequence of using concrete-pictorialabstract in lessons. Teachers fully
exploiting any opportunity to actively
teach mathematics throughout the
school day.
Scotch Bonnet challenges are being
monitored by SG. Evidence of mastery
using a range of tools used (MEP,
Maths Hub-NCETM, White Rose, Wild
Maths) to guide teachers and identify
gaps in teaching.
All teachers have KPIs and targets so
children are able to explain their
learning journey. Focus groups set up
in class.
Next stepsPlanning scrutiny in summer term
focusing on progression of skills using
mastery.
Book look and observations to monitor
the teaching of reasoning to support
end of KS1 and KS2 testing.
To analyse the effectiveness of maths
interventions using end of spring term
data.

The effectiveness
of leadership and
management

Monitoring:

Subject Leaders action plan is kept up

to date and reviewed regularly
Book looks are being completed and
feedback is being given to all staff to
action
Pupil perceptions have taken place and
climate walks are happening regularly

Linked to SDP - Accelerate progress in

number
Developed the knowledge of the rule of
four for staff to aid assessment and
tracking
Staff using maths mastery (discussed in
staff meetings). Evidence in subject
leader file
To recall and use addition, subtraction,
multiplication and division facts
To increase knowledge of the four rules
(training support staff in two sessions to
show progression throughout the school)
Next steps:
Training LSAs to use resources to
evidence maths pictorially confidently
Review how children are identifying
their own next steps
Review teaching of mathematical
vocabulary in whole school

Overall
effectiveness

Leadership of the subject has

continued to improve from DGs
leadership last year.
The profile of mathematics across the
school has been raised and teachers
are exploiting all opportunities to
teach mastery in all lessons.
New texts books have been developed
and are in place.
School is part of the North London
Maths Mastery Hub.

Next steps

Signed:
(Subject leader)

Training LSAs to teach the rule of four

confidently
Review how children are identifying
their own next steps in maths
Review teaching of reasoning, fluency
and problem solving
Planning scrutiny in summer term
focussing on progression of skills
To analyse the effectiveness of maths
interventions using end of spring term
data