Developing a common approach to numeracy in the Beeslack cluster

Objectives

Detail from Beeslack Cluster numeracy poster

Summary

The project’s main aim was to create and use a common language in mathematics across all departments in Beeslack Community High School and within its four associated feeder primaries. This was done by means of staff training, collegiate working and collaboration along with the use of agreed and identified methodology in numeracy.

Posters were designed and displayed in all teaching areas of the school and secondary examples were adapted for use in primary to ensure a smooth transition and progression for pupils. This project was also adopted to increase attainment in numeracy and to assist pupils in transferring numerical skills across sectors and subjects.

Schools involved

Beeslack Community High School is a non-denominational secondary school which serves the north of Penicuik, Glencorse, Roslin and the surrounding rural area. In addition, a significant proportion of pupils attend as a result of placing requests by parents. Its associated primary schools are Mauricewood Primary School, Ladywood Primary School, Glencorse Primary School and Roslin Primary School.

The Cluster Development Plan, devised collaboratively by the headteachers of each school, has had P7/S1 transition as a priority for the last three years. Transition activities have now progressed from P7 visiting for a half-day visit, to three days of mixed cluster school groups working together on a variety of eco-based activities in both primary and secondary environments. This has greatly enhanced pupils’ transition experiences, and has fostered stronger links between primary and secondary staff. The numeracy project further strengthened these links.

Project aims

The overall aim of the project was to develop expectation, progression and continuity in numeracy through the production of common language and presentation across and within cluster schools.

Desired outcomes

The success criteria were that:

all staff and pupils across the cluster would be using common language, approaches and presentation in numeracy
there would be and easier transition from P7 to S1
teaching and learning in numeracy would be enhanced
this would result in raised attainment at 5-14 levels
cluster teamwork and collaboration would be enhanced.

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Process

Appointing co-ordinators

Numeracy co-ordinators were appointed within each school who would contribute to developing the aim through meeting regularly to plan development and disseminate information to staff within their own schools. These included the Principal Teacher of Maths at Beeslack Community High School, two headteachers and two P7 teachers, one of whom was a PT.

Audit of current strategies and resources

At the first meeting, a baseline assessment was done during which each school reported on the teaching of numeracy, resources used and presentation methods adopted. This was formalised through completion of a paper audit by each school, the results of which were collated and used as a basis for deciding on achievable progress.

The audit revealed that most primary schools were using similar resources and teaching strategies, but that presentation and jotter use was different in the High School. It was decided that P7 classes across the cluster would initially adopt the same presentation and jotter use as the High School as an initial step towards progression. This was highly successful and motivating for P7 pupils in preparation for going to High School.

Developing posters

The next stage of the project involved one member of staff from each school being released from class to develop a range of posters which would outline expectations of strategy and presentation for different mathematical concepts.

Two posters were developed for each concept - one for secondary departments and one for primary classrooms. Although the Numeracy Group had developed a range of secondary posters in-house, it was decided to engage a graphic designer to enhance the visual impact and effectiveness of the posters. Two development days produced a range of eight posters differentiated for primary and secondary use. Each school is now committed to displaying these in P6 and P7 classes next session, and in each secondary department.

New jotter use and presentation expectations have been communicated and will be precisely defined in a Cluster Presentation Policy. Next steps include a parents’ booklet to further reinforce common approaches to teaching and presentation of numeracy, parents’ workshops to explain the teaching of the four processes, in particular focusing on decomposition, and the development of common pupil record sheets.

Key findings

Impact of the project

The funding received for this project has allowed for collaborative working across the Beeslack Cluster, and for high-quality resources to be produced.

The transition process from P7 to S1 has been improved and enhanced and the teaching and learning of numeracy has been standardised between departments in the High School and across cluster primaries.

Primary schools have benefited from the audit of resources and teaching methods used, as well as presentation policies, and have adapted their maths programmes in the upper stages to standardise processes and recognise and profit from others’ good practice.

Secondary departments will deliver a common approach when teaching a lesson which includes an aspect of numeracy, so that children will be able to relate this to previous knowledge and learning. This will undoubtedly impact on attainment and achievement, and has fostered the motivation for all schools to implement a similar project in the area of literacy.

Collaborative working

The main impact of this project so far has been closer understanding and collaborative working between cluster schools. There has been great enthusiasm and willingness to work together which has enhanced cluster links and has already impacted on links with other departments as well as Maths.

Pupil motivation

Changes in presentation and jotter use have impacted positively on motivation and standard of presentation and next session, when P6 and P7 children will begin this at the start of their year, it is hoped that this will be even more successful. Poster use will also be standardised next session, and impact will be measurable following sustained and consistent use.

Early indications from evaluations from children show that they are motivated by presenting their work like secondary pupils and are not so concerned about the maths at high school being very different from the maths they do at primary school.

Challenges and constraints

As ever, one of the biggest challenges faced was trying to arrange for staff to all be available to meet for development work on the same day. There were supply and timetabling constraints. The difficulty this caused meant that because not all schools were represented at each development session, commitment and motivation could be reduced. It will remain vital to evaluate progress regularly to ensure impact, commitment, continuity and progression.

Improving transition between stages

'A Curriculum for Excellence' states that ‘children and young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements.’ We believe that through this project, and in conjunction with other cluster developments to improve and enhance transition, we are greatly improving our children’s experiences of progression and continuity and we are now committed to further developing this in the area of literacy across departments in the High School and within cluster primaries.