auditing - · pdf filethe most effective way of carrying out an audit. ... characteristics of...

Primary Mathematics Resource

Northern Ireland Education & Library Boards

Auditing

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The Numeracy Audit

At all times the use of an audit should align with the areas for development prioritised in the current School Development Plan. An audit is a process of gathering information to establish a baseline position in a particular area/issue within numeracy. It is a means of opening up staff discussion and should lead to appropriate actions to address the findings. Why is an audit necessary? If used effectively, an audit will provide an honest baseline position for further development and improvement in teaching and learning in numeracy. It will provide a clearer picture of what is actually happening. It is good practice to use an audit in the following circumstances:

• schools that have identified an issue arising from the analysis of performance data • schools in the formal intervention process • schools addressing post-inspection issues in numeracy • schools in the process of reviewing their 3-year School Development Plan • personnel changes e.g. new principal/SMT, recently appointed Numeracy Co-ordinator

What can you audit? Any issue or area for development can be audited. The following are just a few possible areas:

• Numeracy ethos - Parental attitudes/involvement in numeracy - Pupils’ attitudes to numeracy

• Planning - Coverage of the NI Mathematics Curriculum to ensure continuity and progression for

all children - Long, medium, short term

• Learning and Teaching - Mental Maths - Problem-Solving and Investigations - Specific area of maths, e.g. Space and Space - Provision of Resources

• Use of ICT • Assessment

- Formative and Summative - Analysis of Performance Data

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• Leadership and Management - Monitoring and Evaluating procedures - Key transition points

Pre-school to year one Foundation Stage to Key Stage one Key Stage two to Key Stage three

When do you carry out the audit? The audit should be carried out as part of the process of rigorous and robust self-evaluation. This will allow you to see the situation as it is before any new development takes place. You cannot audit all aspects of Numeracy at once. Areas for development need to be prioritised and developed over a period of time. Who is involved in the audit? The Numeracy Co-ordinator in consultation with the senior management team should decide on the most effective way of carrying out an audit. All teachers involved in the teaching of Numeracy should be included. Depending on the issue under audit, classroom assistants, pupils, parents, Board of Governors may also be consulted. It is very important to present any auditing tool to teaching staff so that it can be discussed prior to completion. If parents and Governors are included in the audit, they may need an accompanying letter of explanation.

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How is an audit designed? Think carefully about what exactly you want to find out and then devise a set of questions/statements which will help you do this. Keep the language simple and the meaning clear. Think about the use of:

QUESTION TYPES ADVANTAGE DISADVANTAGE

CLOSED QUESTIONS

Questions requiring a yes/no response, selecting a response from a range supplied.

Easily collated and quantified

Limited in the scope of the response

OPEN QUESTIONS

Questions requiring a more expanded response

More detailed information supplied

More difficult to collate

A sliding scale type of question is best designed with an even number of responses on the scale (see exemplar audits). This means that the person completing the questionnaire has to decide which end of the scale the response should lean towards. The exemplar audits give examples of questions/statements. It is important to adapt the audit to suit the needs of your own school. What are the next steps when the audit has been completed?

1. Findings of the audit are collated and analysed by the Numeracy Co-ordinator/team and SMT and a record kept.

2. Acknowledge and celebrate the positive elements of the audit noting the areas in which the school is performing well.

3. Provide feedback to those who participated in the audit. 4. As a staff, use the findings to identify priority issues and draw up an Action Plan for

development.

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Exemplar Audits 1. Better Numeracy Audit

This audit is based on the ‘Better Numeracy in Primary Schools’ document published by ETI, in March 2010. It can be used in its entirety or a section at a time (e.g. planning), to suit the needs of the school. More consideration can then be given to the area in need of further development.

2. Developing Processes in Mathematics Audit This audit provides prompt questions to gather information and stimulate discussions on the approaches used in the teaching of process based mathematics in line with the Northern Ireland Curriculum.

3. Areas of Mathematics Audit This audit provides a quick overview of areas of mathematics that may need attention. There will be a need to prioritise specific areas for development.

4. Co-ordinator Audit

This audit provides an opportunity for co-ordinators to reflect on their roles and responsibilities in leading and managing numeracy.

5. Mental Mathematics Audit

This audit will give a focussed view of mental maths provision. 6. Problem Solving and Investigating in Mathematics Audit

This audit will give a focussed view of the provision for problem solving and investigating and can be used to develop the findings from Audit 2 (Developing Processes in Mathematics Audit).

7. Parent Questionnaire on Mathematics

This audit seeks information on parental involvement and support needs in mathematics.

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Exemplar Audits

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Better Numeracy

Reflecting on Elements of Effective Practice

Prompts for Self-Evaluation taken from “Better Numeracy in Primary Schools” Published by ETI March 2010 Full Report : www.etini.gov.uk

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Better Numeracy Audit

This audit is based on the “Better Numeracy in Primary Schools” document published by ETI in March 2010. The document identifies features of the most effective practice and also identifies characteristics of less effective practice. Prompts for self-evaluation are included and this audit contains the prompts under the six sections identified in the document:

• Ethos • Planning • Learning and Teaching • Information and Communication Technology (ICT) • Assessment • Leadership and Management

The prompts for self-evaluation could be used as an audit to establish a baseline of where staff think the school sits in relation to promoting the most effective practice. The entire audit could be used to provide a baseline overview and more consideration could be given to the area that needs most development. Alternatively sections of the audit could be used at different times. It is, however, important to focus on one area at a time when action planning for improvement so that your action plan is realistic and manageable. It is also recommended that you consider the statements of ‘most effective practice’ and ‘less effective practice’ and reflect on these statements.

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Better Numeracy Audit

Indicate whether you 1. strongly agree 2. agree 3. disagree 4. strongly disagree

Evidence

Ethos (p3) 1 2 3 4

Mathematics is explicitly connected to other areas of learning and to everyday life.

Classroom and corridor displays capture the children’s interest and enhance their enjoyment and understanding of mathematics.

The children have the opportunity to contribute to the development of a numeracy-rich environment through, for example, the school council.

We promote engagement with mathematics within and beyond the school.

Children have opportunities to engage in difficult and challenging tasks rather than routine, repetitive and ‘safe’ calculations.

Further action and/or anticipated support needs

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Planning (p4-5) 1 2 3 4

The whole-school programme for mathematics ensures sufficient progression across each area of the maths curriculum.

Each area of the mathematics curriculum revisited regularly within each year group.

There is an agreed mental mathematics programme which outlines strategies.

The teachers in Foundation Stage make use of the pre-school transition information to continue the children’s development in mathematics.

The teachers make use of information on children’s progress and attainment gained from the previous class/year.

Classroom assistants contribute to the class planning for numeracy.

The teachers’ evaluations aid future planning for specific children or groups of children.


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Learning and Teaching (p6-7) 1 2 3 4

At the beginning of a new topic, the children have the opportunity to demonstrate what they already know, understand and can do.

The teachers’ expectations are explicit and known to the children.

There is adequate provision made for the children with additional needs.

There is a clear learning outcome for all practical work.

The children have regular and frequent opportunities to apply their learning to problem-solving, problem-posing and investigative activities.

The children are encouraged to explain and discuss the strategies they use in mental mathematics and problem-solving.

Plenary sessions are used to extend the children’s thinking and to assess their learning.


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Information and Communication Technology (p8) 1 2 3 4 The children have sufficient opportunity to support their numeracy development through the five Es.


Assessment (p10 – 11) 1 2 3 4 The children know what they need to do to improve.

Standardised test outcomes are reliable.

There is consistency in the administration and marking of standardised tests.

The school’s internal and external data is being used effectively to: • track the progress of individual children; • diagnose individual strengths and difficulties; • inform target-setting.




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Leadership and Management (p12-13) 1 2 3 4

The Numeracy Action Plan has a clear focus on raising standards in learning and teaching.

There are strategies in place to monitor the quality of the numeracy provision and learning within the school.

The school’s internal and external data is being used effectively to identify priorities for whole-school development.

There is sufficient, appropriate in-service training for teachers and classroom assistants.

There are effective links between the numeracy coordinator/leader and the Head of Departments of the main post-primary schools to which the children transfer.


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Further Actions : Summary

Action Date

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DEVELOPING PROCESSES IN MATHEMATICS AUDIT The following prompt questions relate to the planning, teaching, learning or assessment of Process in Mathematics. Please use the boxes provided to record supporting evidence and suggestions for the way forward.

A. Planning • Do all members of staff have a common understanding of processes in mathematics? • Are processes in mathematics currently identified in long-term (your school scheme of

work) and medium-term planning? • How do you currently plan for the teaching and learning of processes in mathematics?

e.g. is it addressed in: - Medium term planning? e.g. 4/6 week planners - Short term planning? e.g. weekly/daily notes

• Is your planning carried out collaboratively? • Is your planning in line with the NI Curriculum and the Revised Lines of Development

(LoD)? • Is there evidence of continuity and progression? • Does the planning suggest an appropriate range of teaching strategies? • Is the medium term planning monitored? How? • Are monitoring outcomes recorded on a regular basis? • Is there a broad range of resources available to support this area?

Evidence:

• What are the areas for improvement in your current system? • How might you address these issues?

The Way Forward:

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B. Teaching and Learning

• Do all teachers implement problem solving opportunities on a regular basis? • Are teachers aware of the prior knowledge and skills required to carry out specific

problem solving opportunities to ensure progression? • Are teachers clear about the learning intentions and success criteria within problem

solving opportunities? • Do all teachers use an appropriate range of teaching strategies to develop problem

solving skills? • How do you ensure that TSPC are infused into numeracy/problem solving experiences? • How do you currently monitor impact of problem solving on pupils learning?

• Does the learning environment support the teaching and learning of processes? • Do the learning opportunities support the development of the Cross-curricular skill

“Using Mathematics”? • Are opportunities provided for teachers to disseminate effective practice?

• Do pupils respond positively when presented with problem solving opportunities? • Are pupils confident in trying a range of strategies when faced with mathematical

challenges? • Are pupils sufficiently challenged and motivated in order to make appropriate progress in

line with their ability? • Are pupils able to communicate approaches to problem solving with others? • Are pupils able to transfer problem solving skills to other areas of the curriculum?

Evidence:


The Way Forward:

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C. Assessment Formative & Summative

• Are all teachers using an agreed range of assessment strategies for processes (AfL)? • How do you currently use assessment outcomes in processes to inform future planning for

teaching and learning? Cross-Curricular Skills

• Are all staff familiar with the Levels of Progression for assessing Using Mathematics? • Are all staff aware of the implications of the new assessment arrangements for Using

Mathematics? • What progress has been made towards implementing the assessment for Using

Mathematics? • Is there a cohesive approach to developing assessment opportunities to reflect the levels of

progression in Using Mathematics? Evidence:


The Way Forward:

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Areas of Mathematics Audit

Name of Teacher : _________________________________ Class : ________________ Consider each aspect of Mathematics below. Use the 1-4 scale to rate how well you think it is developed in your classroom. (1 = very well developed…….. 4 = needs attention)

■ Understanding the Number System ■ Mental Maths ■ Number Operations ■ Word Problems ■ Measures ■ Shape and Space ■ Handling Data ■ Problem-Solving and Investigations / Processes ■ Using ICT in Numeracy ■ Provision for pupils with Learning Difficulties ■ Provision for mathematically able pupils ■ Integrating Assessment for Learning strategies ■ Infusing Thinking Skills & Personal Capabilities ■ Planning ■ Mathematics across the Curriculum

very well developed needs attention 1 2 3 4

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Co-ordinator Audit How effective am I as a co-ordinator? What is my personal understanding of the provision for numeracy in my school? Consider the following prompt statements and rate yourself on a scale from 1 (high) to 4 (low).

Prompt Statements High

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2 3

Low

4 Comment

Responsibilities My roles and responsibilities for co-ordinating Mathematics and Numeracy are agreed and documented.

I am allocated sufficient time to carry out my duties. At least once a year, I report to the Principal and /or Boards of Governors on the learning and teaching of Mathematics and Numeracy in our school.

Professional Development I am familiar with the relevant documentation to support the learning and teaching of Mathematics in my school e.g. Northern Ireland Mathematics & Numeracy Curriculum, Lines of Development, Levels of Progression for Using Mathematics, Better Numeracy, ESAGS, Count, Read : Succeed

My subject knowledge is sufficient to enable me to carry out my role as co-ordinator.

I keep up to date in relation to the latest research into how children learn Mathematics.

I attend relevant training to support my role as co-ordinator.

I am up to date about the most effective teaching strategies/methodologies in Mathematics.

My classroom practice provides evidence of effective practice in the learning and teaching of Mathematics

Policies and Schemes Our school policy statement for Mathematics and Numeracy is regularly reviewed.

Our school scheme of work shows continuity and progression for all pupils within Mathematics.

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1

2 3

Low

4 Comment

Teaching and Learning I organise and/or deliver appropriate INSET to support staff needs.

I provide informal and formal support to other teachers in relation to the learning and teaching of Mathematics.

Our school has appropriate resources to support the learning and teaching of Mathematics.

Resources are easily accessible to all staff. Monitoring and Evaluating I use specific criteria, which have been shared and agreed with colleagues, when monitoring and evaluating the effectiveness of learning and teaching in Mathematics.

I have evidence of the quality of Mathematics teaching throughout the school.

I have evidence of the quality of pupil learning throughout the school.

I have evidence that children enjoy Mathematics and learn effectively in my classroom.

I monitor and evaluate learning and teaching in Mathematics on a regular basis through:-

• Classroom observation • Review of teachers’ planners • Book scoops • Wall displays • Questionnaires/Audits • Informal conversations • Other

Working with Staff I regularly discuss Mathematics, in particular children’s learning, with my principal, SMT, staff, etc.

I prepare an agenda and chair meetings to discuss Numeracy issues and ensure minutes are recorded.

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2 3

Low

4 Comment

Monitoring Standards I am involved in the analysis of all pupil performance data, e.g. PIM, INCAS, NRIT, end of Key Stage…

I understand benchmarking data and can see how my school performs compared to other schools.

I have a good understanding of low achievement and under achievement when looking at current data within the school.

I am actively involved in the target setting process at whole school, key stage and class level.

Working with Parents I have evidence of parents’ views on the learning and teaching of Mathematics in school.

I provide support for parents to enable them to help their children with Mathematics.

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Whole class

Group work

Paired work

Individual work

MENTAL MATHEMATICS AUDIT Name of Teacher : ________________________________ Class : _____________ 1. How often do you include Mental Maths in your teaching? 2. Indicate the extent to which you use the following for actively teaching Mental Maths:

often sometimes seldom never

Counting on / back Re-ordering Partitioning Rounding and adjusting Inverse Operations Using Factors Equivalent forms

3. What sort of Mental Maths activities do you use with your class?

4. Which of the following Mental Maths strategies do you actively teach?

Refer to NI Strategy for Numeracy: Teaching and Learning file for detail

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5. What resources do you use for Mental Maths?

6. What approaches do you use to help pupils develop quick recall of number facts?

7. How would you describe the attitudes of your pupils towards Mental Maths?

8. How do you plan for Mental Maths?

9. What do you see as being the main difficulty which pupils have with mental calculations?

10. How do you know if children are improving at Mental Maths?

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11. What activities have you found to be successful in Mental Maths sessions?

12. What support do you need to help you develop learning and teaching in Mental Maths?

13. Are there any further comments you wish to make about Mental Maths?

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Problem-Solving and Investigating in Mathematics AUDIT

Name of Teacher : __________________________________ Class : ___________ 1. Give an example of an open-ended problem-solving / investigative activity you have used with

your class recently.

2. How often would pupils engage in problem-solving in your classroom?

3. How do you normally organise your class for problem-solving activities? 4. What resources and equipment do you find useful for teaching problem-solving? 5. How do you plan for Problem Solving / Investigations?

6. Which of the following problem-solving strategies do you actively teach to your class? (Please tick)

Look for patterns Draw a picture

Act it out Make an organised list

Make the problem simpler Make a table

Work backwards Predict and check

Use trial and improvement Make a general statement

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7. How aware are you of the problem-solving activities/strategies used in the previous year group?

8. What do you use as your main source of ideas for problem-solving? 9. What do you see as the main difficulties in teaching problem-solving?

10. What difficulties do the children have when working on problem-solving? 11. How do you assess pupils’ skills in problem-solving? 12. Indicate on the scale below how confident you feel in teaching problem-solving.

Not at all confident Very confident 13. What further support do you require to help you implement Problem-Solving and Investigating

in your classroom?

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Parent Questionnaire on Mathematics

Strongly agree

Agree Disagree Strongly disagree

I was good at maths when I was at school.

I enjoyed maths when I was at school.

I find it easy to help my child with maths.

I enjoy helping my child with maths.

I feel my child gets the right amount of maths homework.

Child one I feel my child gets the right amount of maths homework. Child two


Child three


Child four My child completes homework without help.

Child one My child completes homework without help. Child two

My child completes homework without help.

Child three

My child completes homework without help.

Child four In what ways do you support your child with maths?

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I need more support in helping my child with maths. Yes No

List any aspects of maths for which you would like advice or guidance.

Which of these forms of support would you find most useful? (Please tick as appropriate) Yes No

Evening workshop

Morning workshop

Afternoon workshop

School website

Written advice/guidance

Talking with class teacher

Open days

Maths newsletter

Thank you for taking the time to complete this questionnaire. Please return to school by : ________________________

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