Pupil Voice – Mathematics 

I spent Thursday March 17th talking to groups of children from Reception up to Year 6 about their maths work.

Maths is sometimes a subject that adults find daunting but the vast majority of our children appeared to enjoy mathematics and were keen to talk to me about their books. They could talk confidently about the work they had done in class, using increasingly complex vocabulary and mathematical terms.

They had completed a very good quantity of work and the books were neatly presented. In particular they were not just answering arithmetic questions but were writing more complex answers in order to solve problems; they were often required to explain their reasoning.  

As the children grew older, they showed an increasing understanding of how to improve as learners by the use of a technique called, ‘Building Learning Power,’ becoming resilient when faced by a challenge and increasingly independent.

I am confident that when they transfer to their secondary schools they will have developed very positive attitudes towards maths and should be able to tackle the challenges ahead with confidence.

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PD Day 11 April 2016

Information for Governor Blog from Peter Bailey – 11.04.16

I joined the staff at their Professional Development Day (PD Day) on the morning of April 11th considering both the assessment results from the end of last year and those of the latest assessments carried out just before Easter. In particular we looked at the latest ‘Raising Attainment Plan’ or RAP for short. This details how the school is working for even greater progress in the coming weeks. The overall assessment results for 2015 had been extremely positive; children had made very good progress across the school. It is obvious that staff are very conscientious, determined to work as a team in order to attain even higher results in the future.

The school produced a very clear and comprehensive document detailing the pupils’ ongoing assessment results. This document is much clearer than the data that I often see in other schools, working in my role as an educational consultant. This led to an interesting discussion concerning such issues as:

– what is considered to be ‘instant recall’ of multiplication facts

– the identification of pupils with English as an additional language

– the inclusion of targets for Spelling, Punctuation and Grammar

– the inclusion of EYFS data in the Raising Attainment Plan

The atmosphere of the meeting was very positive; staff are obviously very keen to ensure the children continue to make excellent progress.

The meeting concluded with a brief presentation concerning the teaching of French, outlining some of the interactive resources available to teachers when teaching French to Key Stage Two pupils.

I am due to visit the school again on April 14th and, following this morning’s session, feel well equipped to discuss the school’s latest assessment data with other Governors.

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Celebrate Success

Did you know?

Year 1 Phonics

At the end of Year 1, all children are tested on their knowledge and application of phonics.

Sir Alexander Fleming has achieved higher than the national average for 3 years!

End of KS1 SATS

At the end of Year 2 children are tested in reading, writing and maths/

Sir Alexander Fleming has scored higher than average point scores than the national average for the last 3 years!

End of KS2 SATS

At the end of Year 6 children are tested in reading, writing, spelling, punctuation, grammar and maths.

Sir Alexander Fleming has scored higher average points than the national average for the last 3 years!

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What have we been up to recently?

Many of the Governors have attended a variety of training courses to help them support the school – these are usually run by Telford and Wrekin but Emma, our parent Governor has done some online training too!

We have been along to staff meetings, particularly when the staff have had training, or been talking about raising attainment in the school and looking at data.

Narinder is the Governor responsible for health and safety and has completed H&S walks around school with Mrs Cousins, Miss Craddock and the caretaker.

Peter has been working on data from last years year 6 produced online on a document called Raise online and more recently how your children are working in school and what progress they are making.

Lisa works in a school in finance so she’s been a great help with the finances and looking a the budget!

Emma is link governor for English and has met with the English coordinator within school to talk about Writing, Reading and SPAG.

All of us visit the school at different times and keep in touch with the school.

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Update from Revd Linda Cronin

Hello everyone,

You may not know that most of our Governing body members are new from last September and so we thought it might be good to introduce ourselves and some of the things we have been up to as we support the school.

I’m Revd Linda Cronin and I am the Chair of Governors for the school.  What does that actually mean?  Well in the most simple terms I “chair” or run the Governors meetings, making sure we cover all that we need to and that the local authority expects us to.

Whilst I’ve been a Governor for nearly 18 months at Sir Alexander Fleming Primary and in a number of other schools through the years, I’ve never actually been Chair of Governors, so I’ve been doing some training for this role.

I work closely with Mrs Cousins and we meet regularly, so that I keep up to date with what is happening in the school.  Also as many of you will know I visit the school regularly.

I love being part of the school and feel honoured to be the Chair and want to support the school in the best way I can.  If you ever want to speak to me, you can always contact the school office.

 

 

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Maths – Pupil Views

Maths – Pupil Views, March 2015 – Interviewed by a governor

I used a structured interview with individual pupils -3 boys and 2 girls. They ranged from y6 to y2, y3 are eligible for PPG and they have different abilities in maths.

Children chose a piece of work to show me – why have you chosen it?
• I did it all by myself, I love co-ordinates
• it was really fun and I got really interested,
• I liked doing this maths [and explained success criteria],
• we have been doing odd numbers
• we had to make sure everything is on the same side then I had a mirror and made sure it was the same

What do you like about maths and why?
• Nothing cos it’s too tricky
• Times tables and addition – fun and do it with a friend; tables are really tricky and sometimes
I get the hang of it
• I like the different methods I can do. I like to show my work so my teacher can understand it.
I like the fact that my teacher gives me close the gap [marking] and it helps me to learn and
get better levels [she told me what level she is working at]
• Times tables – you get to add a number again
• I don’t know. I think it was maths and we had the difference about numbers. I didn’t like it co
it was a bit hard

Anything you don’t like?
• It’s not neat [my work]
• Division – it’s tricky
• No
• It’s too hard sometimes
• I don’t know

What is maths, what do you do in maths lessons
• Adding, learning work, times, division
• Numbers; talk together about what we are going to do and then do it independently or together
• Calculating different problems
• Adding and numbers, taking away, learning about money now
• It’s all about work and stuff

Why do you think it is important?
• You have to learn, calculating bank statements
• Have to do it to get into the [secondary] school you want
• It can help you to get higher levels and is good for outside as well
• It can help you – like your numbers and adding and learn times-ing

What can you use to help you with your maths?
• A bank, calculator, your head, fingers
• Rulers, protractors, calculators, friends
• Ask my peer or go to the teacher for help
• I don’t know … could ask TAs
• Our teachers can help us if we can’t use the number line, number grid. I don’t use multi-link

Do you work in groups or by yourself? Show me in your books
• Sometimes groups, sometimes by myself
• Groups
• Some group work
• On yourself
• Sometimes we work independently. Most of the time we work in groups

Tell me about when you use maths skills at home/homework? What if you get stuck?
• ?? homework is horrible, if stuck – leave it in my bag
• When you have to do homework, sometimes hard and sometimes easy – ask mum
• Everywhere eg I have a notepad and pens at home and every night I do several maths questions and
my dad is really good at maths – he’s teaching me how to do decimal points and percentages
• Homework, spellings and times – mum and dad help
• I don’t do any of that. Sometimes I copy stories

Anything else you would like to tell me?
• We do minute maths and it’s really good. 24/24 gets a positive added to the class dojo
• My secure method in addition is the column method… it’s simple. In subtraction it’s column but
if stuck I go to the default which is the Kate Burton method
• After lunch we do adding called minute maths – I like that. You get a minute to do them all

My observations:
• All the children were happy to talk about the work in their books and show me what they were
proud of. They were generally fluent when answering questions and seemed to give honest answers
• Most could list ways they can help themselves rather than rely on an adult for help
• They talked mainly about calculation with little mention of other aspects of the curriculum such
as measurement and geometry
• They found it hard to explain why maths is important and when they use maths out of school

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