#389 Building Confidence and a Joy of Mathematics (KS3) – Ipswich Academy
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What did we do?
I was selected to become an Implementation Lead within my school, which involved the following:
From October 2021 to June 2022, I spent time collating data and evidence to actually diagnose the specific challenges to KS3 mathematical outcomes. I implemented a number of opportunities for staff and students in order to improve numeracy within the school and to build confidence in KS3 students following the Covid-19 pandemic. I have led a number of T.A and Maths Department CPD sessions which provided a number of strategies for staff to use within their lessons to encourage and build students’ confidence within maths lessons. I also bought specific maths work books ( made possible by the Opportunity Area grant) to help build and develop better understanding within maths. I continually monitored the effectiveness & impact of my numeracy project.
“I think that all the lessons are nice and it helped me learn a lot of stuff I was struggling with and stressing about which I am now confident on.”
Summary of impact
The introduction of the small group lessons ( 3 students at a time) was very powerful. Class teachers reported an almost immediate uptake in participation and confidence in the intervention students, within their scheduled lessons. Assessment results for the intervention students have improved.
I started with baseline tests for the target group, so I could have an accurate picture of where the students were at. Then CPD for the TA who would be delivering the interventions, as well as highlighting the program to the maths department. I had a bank of resources for any students that may have found the work too easy. Also included “ fun” maths work like colouring prime numbers etc. to keep student engagement and participation high.
What would we do differently
I would most definitely have the intervention sessions timetabled onto the target groups timetable. Even though the intervention slots were the same every week (our academy has a 2 week timetable), some sessions did suffer from class teachers not fully realising these sessions were not optional, i.e if a practical lesson was happening or a really important lesson. That being said the support from staff was brilliant and I was very fortunate to have a particularly enthusiastic TA who went above and beyond to catch up any sessions that didn’t happen in their designated slots.
This project could not have happened if it hadn’t been through the full support of the Opportunity Area. The grant covered:
Our work books.
The training provided which allowed me to write and refine action plans, to motor progress.
The continued help, support and advice from our network lead and the research school, has been integral to the successful caring out of my project.
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