We have developed a Central Education Team (CET) comprised of dedicated external consultants and in school practitioners to strategically direct and implement the improvement of mathematics across the Trust.
The model includes:
- a strategic, long term plan to raise standards in mathematics
- subject leader meetings
- Bespoke school support
- Central CPD aligned to strategic Trust and National priorities
- The development of specialist teachers
- Regular teaching, learning and assessment meetings (see our section on Assessment)
Principles and Practices for our Scheme of Work
The Scheme of Work is made up from different components, all of which are interdependent to the overall Scheme of Work. Our Scheme of Work outlines the key principles we believe are essential to the teaching and learning of mathematics. Schools are encouraged to follow but personalise these principles, based on their school data and needs of their children.
The Scheme of Work components:
- Long term plan: overview of the different mathematical themes, outlining the proportion and weighting of the different areas. Note that ‘high value’ areas are given a higher proportion of teaching time.
- Medium term plan: year group objectives.
- Short term plan: planning sequence guidance.
- Formative and summative assessment data: essential to ensure the Scheme of Work is current, appropriate and fit for purpose.
- Continued Professional Development: for subject leaders, SLT and teaching staff.
Long term plan
- Each year group has an overview for the year showing the proportion of time spent on each area of mathematics. This has specifically been planned to revisit the key areas of learning.
Medium term plan
- This contains the statutory National Curriculum objectives and the ‘missing’ objectives.
- Fluency, reasoning and problem solving objectives are also provided within each area of mathematics.
- In addition, NRICH problems are matched to specific areas of learning to facilitate daily problem solving.
Short term plan
- A format is offered that provides a front cover sheet with boxes to aid easy access to key information, whilst ensuring that other elements are included (e.g. big idea, NC and missing objectives, fluency, reasoning, problem solving objectives, misconceptions, CPA, mastery/deeper thinking, word of the day etc).
- Our advice is to plan for a sequence of learning, which may last several days, rather than to plan an individual daily lesson.
- Schools are encouraged to add in their own additional requirements as needed.
Formative and summative assessment data
- All Schemes of Work require frequent revision and tailoring to each school in response to assessment data.
- Mathematics data is collected through a variety of assessment strands across the Trust and schools then use this to prioritise gaps in learning. We support schools with identifying key areas of learning within each block, so that the blocks maintain their curriculum weighting but identified objectives are given more time than others.
CPD for subject leaders, SLT and teaching staff
- CPD is essential in supporting the Scheme of Work for all teaching and support staff.
- SLT and Subject leaders are supported through network meetings and other CPD.
- The Trust provides CPD that schools access according to their needs.
- Bespoke advice, support and CPD is offered on a school to school basis from advisers and coaches.
- Schools within the Trust also support each other and share best practice.
The EAT Scheme of Work is updated on an annual basis. It is based on the needs of the schools in our Trust and reflects our mathematical morals and approaches to the learning and teaching of mathematics. Our Scheme of Work is based on the most up to date evidence from STA, Ofsted, Ofqual and other professional bodies.