(Date of designation & Teaching School)
Queen’s Drive Primary School / Preston Teaching School Alliance
(LA or Sponsor)
|Queen’s Drive Primary School, Preston
|Recent OfSTED judgement
(Overall and Leadership)
|Context of School
||A large mixed primary school with 450 pupils on role. The school is positioned in Fulwood, which is a suburb of Preston, with pupils from a range of cultural, religious and socio-economic backgrounds.
|Particular area(s) of Expertise/Strength
- Mastery in Mathematics
- Intervention Planning
- Effective Deployment of TAs in Mathematics
- Strategies to Make Maths Fun
- Engaging Girls in Mathematics
- Transition KS1-KS2-KS3.
This has been achieved by:
- Coaching and supporting staff on 1:1, needs specific small group and whole school staff development.
- Bespoke extra-curricular clubs for maths.
- Planning meetings with teachers to identify areas of underperformance and address these.
- Organising and hosting regular meetings with colleagues from a range of primary and secondary schools.
- Active participation in the Mastery in Mathematics programme.
|How have you supported other schools or middle leaders and senior leaders in your own school?
- Working with teachers and teaching assistants to consider how a range of practical resources can be used to enhance the learning and teaching of mathematics.
- Undertaken research into girls’ attitudes towards maths and provided feedback to colleagues and ideas for improving experiences and results for girls in mathematics.
- Implementing the Mastery in Mathematics approach at our school, providing colleagues with ideas and resources to make this successful.
- Evaluated planning with colleagues from other schools and assessed the quality of teaching and learning in other schools through direct observations, scrutiny of books and pupil interviews.
- Provided opportunities and set agendas for colleagues to meet and discuss issues related to the mathematics curriculum.
- Promoted open and honest dialogue with Headteachers and senior leaders about areas for improvement in their schools.
|What was the Impact of your support?
- Feedback from teachers and teaching assistants stated that the support provided challenged them to think differently and gave ideas how to make mathematics more interactive.
- Staff reported that the resources and ideas provided allowed them to plan and prepare their maths lessons with greater structure and differentiation.
- There were marked improvements in the results of girls in maths in the Key Stage 1 and Key Stage 2 tests.
- As a result of the mastery approach, children are experience a wider range of learning opportunities in maths with a greater use of practical equipment and visual resources.
- Primary and secondary colleagues reported that they had a greater understanding of the transition issues and this had helped them in the classroom and when planning mathematics.
- Overall improvements in the learning and teaching of mathematics.