To improve the numeracy levels of less able pupils in KS3

My project is looking at raising the numeracy levels of less able year 7 pupils.
At my school, pupils who are less able in maths make less impressive progress than that of their middle ability and able counterparts.
Making this identification it is necessary to provide extra support for these pupils. As such the paired numeracy scheme was devised where KS4 prefects would coach the younger pupils.
Being able to provide one-to-one support also meant that the project could be taken one step further and the coaching could focus on the particular needs of the individual.
Pupil questionnaires have identified that the most prevalent preferred learning style of pupils in the lowest sets in KS3 is kinaesthetic; suggesting that their learning would be supported by practical tasks and to make this support as beneficial as possible it would be essential to incorporate this learning style into the coaching sessions.

• The collection, development and evaluation of a bank of games and practical resources designed to help build particular numeracy skills.
• Exploration of existing formative assessment tools for identifying an individual pupil’s numeracy needs
• The production of user friendly ‘numeracy booklets’ and ‘numeracy coaching packs’
• Training sessions for the KS4 coaches.

• Originally the coaching sessions were going to take place during the 25 minute morning registration. However, I felt it was important that the year 7 pupils did not feel that they were being identified as needing support by their peers and so this changed to a one hour after school club.
• The year 7 exams were used to identify those pupils working at a level 3. The exam papers were also used to identify the particular areas of need for each of the year 7 pupils and therefore, to prioritise the topics to be covered for the individual.
• Year 10 prefects were introduced to the scheme and I ran a session on the role of the coach and the skills that the year 10s would have the opportunity to develop through their participation in the scheme. Following this, 11 prefects volunteered their time.
• The numeracy booklets and coaching packs have been produced. These work alongside each other. The booklet includes the individual sessions' topic and activity. On consultation with my department, in a project development planning meeting, it was felt that the topics that caused the most common difficulties and that needed to be reinforced were place value, adding, subtracting, multiplying, dividing, money and time. These are the fundamental building blocks in mathematics and a necessary focus. The coaching pack again includes the topic and activity but also includes the resources to be used, hints and tips, key questions and the assessment of the progress made by the year 7 pupil.
• Letters explaining the project were sent to the parents of the year 7 pupils. The support of the parents would be invaluable as firstly it is a means of motivating pupils to succeed and secondly being an after school club I needed to ensure attendance.
• Resources have been purchased. All topics will be able to be studied through a practical game or activity. The prefects were also consulted on the resources that were to be purchased as it was important that they saw how the correct choice of resource can affect the participation of the year 7 pupil and, therefore, the outcome of the session.
• The year 10 coaches have attended a SEN training session run by myself and the schools SENCO. I felt it was important that the coaches had an understanding of the needs of a less able pupil. During the session it was identified how the year 7 pupils they would be working with my have a reluctance to get involves through low self esteem when it comes to the learning of maths. The session included strategies to encourage the year 7 pupils, positive reinforcement and the use of praise. It is intended that we will run more of these sessions during the project to further develop the skills of the coaches.
• The sessions have begun. The first session being a meet and greet between the pupils involved and to identify that this was a club and not a maths lesson and to demonstrate the kind of activities, resources and games we would be using during the weeks.

• The sessions will continue for 10 weeks. This means 4 sessions will take place before the summer holidays and 6 sessions after.
• Some of the sessions will be filmed to monitor teaching, learning and assessment.
• The year 7 pupils will be asked to evaluate the sessions, activities, the resources used and whether they have found the additional support beneficial.
• Year 10 prefects were introduced to the scheme and I ran a session on the role of the coach and the skills that the year 10s would have the opportunity to develop through their participation in the scheme. Following this, 11 prefects volunteered their time.
• The year 10 pupils will be asked to evaluate the sessions, activities, the resources used and the training given.
• Tests will take place at the end of the 10 sessions to identify improvement/progress made. The success of the project will also be based on whether the motivation and confidence of the year 7 pupils involved has improved.