In their own words
Our Maths — No Problem! journey
Our journey started in May 2015 when all the senior leadership team members attended the Maths — No Problem! annual conference in London. Then in June, our Head and two MaST teachers attended a three-day training course with Dr Yeap Ban Har.
We had an Inset day delivered in September 2015 and after further internal CPD we introduced the programme into Year 1 after October half term. During the academic year, our Year 1 staff attended the three-day training course with Dr Yeap Ban Har and worked collaboratively under the Lesson Study approach with a local school we were supporting who had also introduced the textbooks into Year 1. The first year was a success. Classroom practice and subject knowledge clearly improved, while the percentage of children reaching the expected standard at the end of Year 1 rose from 78 per cent in the previous year to 92 per cent.
The programme was rolled out across the whole school in September 2016. In this time, we have worked on a weekly basis with Lancashire County Council’s Senior Maths Consultant to work with staff; give advice on planning; undertake team lessons; and analyse, review, and set targets for future lessons. This will continue until the end of the academic year.
Our staff have used Lesson Study to review and refine their practice, and our Year 1 staff have again worked with another school using a Lesson Study approach. The maths lead works with all teaching assistants to ensure consistency of practice.
Maths — No Problem! in our school
Our head and the maths lead are passionate about the programme. The maths governor has already submitted his report about the changes in place and the positive outcomes they are producing. They see it not just as a maths programme, but as a way of changing teaching and learning across the school. The biggest change was in mindset.
The approach is embedded throughout the school and in the corridors the maths displays show problems which any child from any year could attempt. It’s clear that the teaching approach is embedded in the lessons and all elements of the programme are utilised effectively.