Mathematics Numeracy Audit - Belfast Education & Library Board

Post-Primary Mathematics Resource
Mathematics – Numeracy Audit
Northern Ireland Education & Library Boards

Post-Primary Mathematics Resource
Mathematics – Numeracy Audit
This audit is recommended for use in the following circumstances:
1. Schools in the Formal Intervention process
2. Schools identified as ‘Closing the Gap’ schools
3. School addressing post-inspection issue(s) in mathematics-numeracy
4. Schools in the process of reviewing their 3-year School Development Plan
5. Schools where the Head of Mathematics has been recently appointed
At all times the use of audit should align with the areas for development prioritised in the current School Development Plan.
The audit has been designed so that a school may focus on a particular section or part thereof.
Section
Page
A Planning 3
B Teaching & Learning 5
C Assessment 8
D Leadership and Management 10
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Section A: PLANNING FOR MATHEMATICS
This section of the document is intended to audit the effectiveness of the planning process.
‘In just over two-fifths of departments, the scheme of work provided insufficient guidance to enable the teachers to plan effectively for
learning and teaching. In particular, in over one-half of the departments, there was lack of sufficient detail on mathematical processes,
ICT, mental mathematics and, importantly, how the provision could be differentiated to match the needs of the pupils.’ Follow-up to
Better Mathematics October 2010 2.2 ii
‘While there has been an improvement in addressing AFI 1, there remains a need to improve the quality of the scheme of
work, not only by having them outline greater detail relating, in particular, to how the provision can be differentiated to meet
the needs of all the pupils, but also by treating them as working documents that serve as a depository of best practice.’
Follow-up to Better Mathematics October 2010 2.3
PLANNING FOR MATHEMATICS Seldom Sometimes Often Always Evidence
All teachers use the agreed scheme of work when
planning for learning and teaching
The year 8 Scheme of Work (SoW) takes into account
the skills and understanding achieved by the pupils in
year 7 of their primary schools
The SoW complements the GCSE and GCE
specifications
Opportunities are provided for teachers to plan
collaboratively
The SoW clearly identifies the following:
• learning intentions
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• mathematical processes
• ICT
• mental maths
• how provision can be differentiated to
match pupil needs
• communication
• thinking skill and personal capabilities (TS
&PC)
• resources
• assessment opportunities.
Where additional mathematics support is available
planning and communication takes place between the
HoD, SENCO and class teacher.
The scheme of work is a working document which is
reviewed regularly and used to inform future planning.
Further action:
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Section B: TEACHING AND LEARNING
This section of the document is intended to audit how effective the teaching is in promoting successful learning.
‘Over the four years, there has been an improvement in the effectiveness of the teaching. The proportion of departments in which the
overall effectiveness of teaching was evaluated as inadequate dropped to less than one-in-twenty in the most recent two-year period.
However, in the same two-year period, there were still three-tenths of departments in which the overall effectiveness of the teaching
was satisfactory, making one-third in total not good enough.’ Follow-up to Better Mathematics October 2010 3.1
‘Although there has been improvement in addressing AFI2, there is still a need to improve the quality of teaching through using
appropriate AfL strategies and making the pupils more actively engaged in their learning, including being given the time to discuss
their work with peers and reflect on their own thinking.’ Follow-up to Better Mathematics October 2010 3.3
TEACHING AND LEARNING Seldom Sometimes Often Always Evidence
Teachers provide a supportive classroom
environment which is conducive to mathematical
learning.
Classroom and corridor displays provide a
stimulating mathematical environment promoting
Careers and the STEM agenda.
Teachers share learning intentions with their
pupils (AfL)
Lessons provide sufficient pace and challenge to
motivate and engage all pupils.
Teachers take account of pupils’ prior learning
and diverse needs.
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TEACHING AND LEARNING Seldom Sometimes Often Always Evidence
Teachers use a range of learning and teaching
strategies which are active and practical where
appropriate.
Teachers use effective questioning to enhance
pupil learning
Teachers make effective use of routine and
incidental opportunities to promote mental
maths.
Teachers provide opportunities for pupils to think
creatively take risks for learning and become
increasingly independent learners.
Learning opportunities support the development
of the Cross-curricular Skills:
• Communication
• Using ICT
• Using Mathematics
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TEACHING AND LEARNING Seldom Sometimes Often Always Evidence
Learning opportunities support the development
of the Thinking Skills and Personal Capabilities:
Plenary sessions are used to review and
consolidate the learning.
Further action:
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Section C: ASSESSMENT
This section of the document is intended to audit how effective the assessment for and of learning is in supporting the school improvement
agenda.
‘During the 2008-10 academic years, however, the teachers’ use of appropriate AfL strategies was an AFI in nearly two-thirds of the
departments visited.’
Follow-up to Better Mathematics October 2010 3.2 vii
ASSESSMENT Seldom Sometimes Often Always Evidence
An appropriate range of assessment
strategies (AfL) are used in all classrooms.
There is a consistent approach to the
marking, recording and reporting of
achievements in mathematics.
Formative feedback is used to support the
learning process.
Opportunities are provided for teachers to
discuss and review pupil assessment
information.
Pupils are given opportunities to evaluate
their own and one another’s work
Pupils are given opportunities to evaluate
their learning experiences
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ASSESSMENT Seldom Sometimes Often Always Evidence
Standardised tests are used to support the
setting of targets and tracking of individual
pupil attainment
Assessment outcomes are used to inform
future planning.
Further action:
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Section D: LEADERSHIP AND MANAGEMENT
This section of the document is intended to audit the implementation of the school improvement cycle as applied to mathematics-numeracy.
‘Over the four years ,there has been little improvement in the effectiveness of the monitoring and evaluation (including selfevaluation)and
the degree to which it is leading to improvement: over two-fifths of the departments visited in the 2008-10 period
demonstrated inadequate or unsatisfactory monitoring and evaluation leading to improvement.’ Follow-up to Better Mathematics
October 2010 4.1
LEADERSHIP AND MANAGEMENT Seldom Sometimes Often Always Evidence
Pupil outcomes are regularly analysed and
reviewed to ensure appropriate matching of
pupil ability to examination entry level.
Planning for mathematics-numeracy is based
on evidence from internal audit/review and/or
external inspection.
The departmental action plan is drawn up
collaboratively and progress monitored at
departmental meetings
All teachers who teach maths attend
departmental meetings
The quality of teaching and learning is on the
agenda for departmental meetings
Departmental meetings are used to agree and
share best practice
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Teachers of mathematics are supported in the
self-evaluation process – individually and
departmentally
Changes to bring about improvement are
introduced as an outcome of the review and
evaluation process.
Further action:
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