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Raising numeracy levels at KS3 |
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School: The Sweyne Park
School |
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Fellow: Nicole Paynter |
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Email: nicole.paynter@btinternet.com |
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Final report: |
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Aim of the plan |
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To improve the numeracy levels of less able pupils in KS3. |
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Outline of the plan |
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As the Head of the Mathematics department, I identified that pupils in KS3 who are less able in maths make less impressive progress than that of their middle ability and able counterparts. Having made this identification it was necessary to provide extra support for these pupils. As such the paired numeracy scheme was devised where KS4 prefects would coach the younger pupils.
Year 7 pupils, now in Year 8, with low numeracy levels were invited to attend a one hour after school club once per week.
NFERs, KS2 levels and teacher nominations were used to identify the pupils to be invited. The Head of Year, SENCO and I were also involved in this process.
The KS4 prefects involved in the project were volunteers. All were highly motivated and have shown real dedication. |
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Outcomes so far |
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Originally, the coaching sessions were going to take place during the 25 minute morning registration. However, I felt it was important that the Year 8 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. |
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The prefect coaches attended an SEN training session run by myself and the school’s 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 pupils they would be working with may have a reluctance to get involved through low self esteem and self confidence when it comes to the learning of maths. The session included strategies on how to: |
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- Encourage through positive reinforcement and the use of praise
- Deal with poor behaviour
- Deal with learning difficulties
- Help pupils with poor memories through using the introduce-teach-demonstrate style of teaching and the importance of wait time
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The prefect coaches have been superb. They have shown commitment to the club and it has been interesting to see their own skills developing as the weeks have passed. They have formed very good relationships with the Year 8 pupils they have been working with, based on trust, confidence and fun. The prefects have become much more assertive in their approach to introducing new ideas and concepts and also in their ability to deal with distracted or poor behaviour. |
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It was important to me when I set up the club that the prefects also benefited from it and it is clear that they have certainly developed their skills of communication, assessment and mentoring, all of which will be included in their record of achievement. |
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Each numeracy club session has been based on a topic, that in consultation with my department we felt caused the most common difficulties and needed reinforcing. They were: place value, adding, subtracting, multiplying, dividing, money and time. These are the basic functional skills which are the fundamental building blocks in mathematics. |
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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. Recognising this, resources were purchased so that all the topics were studied through a practical game or activity. Examples are: |
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- Card games for number skills
- Real clocks, analogue and digital, for time
- Replica plastic coins and paper notes for money
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The pupils have also had access to the department’s laptops enabling them to use interactive games and activities on the internet.
A lot of time went in to choosing the right resource for each learning objective so that the pupils could learn through play and fun and most importantly, so that they could see that they were achieving.
It was also very important that the sessions were seen as a club and not as another maths lesson. |
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Starter activities such as matching pair games, snap, connect four and bingo, have also been used to develop the pupils’ memory, strategy and speed skills. |
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The year 8 pupils were asked to fill in a questionnaire about the numeracy club. Here are some of their comments.
‘I have enjoyed improving my maths’.
‘I like using the laptops and card games’.
‘I put my hand up in class more now’.
‘I like the card games as they are competitive’.
‘I am remembering more’.
‘I like working with the prefects, rather than a teacher’.
‘The prefects make it more easy, more fun and more relaxed’. |
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The majority felt that their confidence in their maths lessons has improved.
The majority said they would like the club to start again in January (even if it is only for the biscuits!) |
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Next steps |
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10 weeks of sessions has just not been long enough. Although we have been able to work on all the topics identified, working so quickly has meant that it is not yet possible to determine whether the pupils’ abilities and retention within maths have improved through receiving the additional support. So the club is going to continue running weekly right through until the Year 8 examinations in the Summer term. By continuing until then I will be able to analyse the results of both the Year 7 and Year 8 examinations of both the less able pupils who did and did not attend the club, enabling me to measure the progress of the two cohorts based on attainment. |
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