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Move with Maths!

If your Numeracy results is a focus area of improvement on your School Improvement Plan and you wish to raise these standards, our “Move with Maths!” programme is an excellent way to raise attainment in Numeracy while children are being active and having fun!


“Move with Maths!” PPA cover

The objectives of this programme:

  • For children to develop their Numeracy skills through fun, interactive games and sports activities
  • For children to develop core principles of dedication and hard work that can be applied to achieve academic success in all areas of the curriculum
  • To encourage health and wellness as well as educating children Numeracy skills such as; fractions, percentages, and multiplication tables
  • To provide an extra hour’s physical exercise to children during their Curriculum hours
  • To improve self-confidence, leadership and decision-making skills
  • To make Numeracy accessible for all regardless of age, learning style or individual needs!

Why use Primary PPA Cover’s “Move with Maths!” programme?

  • Quality, consistent staff
  • Innovative and cost-effective way to spend your Primary PE Premium Fund and Pupil Premium Fund; to improve Numeracy through Physical Education
  • All lesson plans provided; hassle-free for teachers
  • “Maths on the Move!” lessons linked with healthy eating and nutrition through Change4Life
  • To raise attainment in Numeracy

Every child has different ways in which they learn best, and our “Move with Maths!” programme gets children up on their feet, taking part in physical activity whilst improving their Numeracy skills at the same time, the programme has a proven track record of engaging children who have otherwise struggled with Numeracy in the classroom.

Our “Move with Maths!” programme is based on getting Numeracy to become an active subject, developed by our Maths and PE specialists together. Sometimes, all it takes is for children to get out of the classroom and see Numeracy taught in a different way for them to understand a certain Numeracy challenge. Our mission is to make Numeracy FUN!

We offer our “Move with Maths!” programme to all year groups from EYFS through to Y6 and has suitable differentiation opportunities for all abilities including children with additional needs and English as an Additional Language.

“Move with Maths!” is not just for children who are struggling with Numeracy, we also offer Gifted and Talented booster sessions which are ideal pre-SATs to give children that final boost before their tests!

As well as providing excellent lesson plans and resources, we also provide assessments for children so progress is tracked across each individual pupil, class and year group.

This means that you can evidence the pupil’s work and progress to demonstrate your Pupil Premium spends when Ofsted visit your school.

To see our “Maths on the Move!” Framework which outlines our Medium and Long Term Plans throughout KS1 and KS2 please contact us.

All Schools who use Primary PPA Cover Ltd receive a cheque for £100 for a successful recommendation to another Primary School as we truly value your recommendations.

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Thursday, June 20, 2019

Why is the system changing?

  • A lack of expertise and knowledge of MFL has been found across the board
  • Curriculum is being confused with assessment and qualifications
  • Curriculum narrowing (a focus on English and Maths and therefore neglect for MFL)
  • MFL being missed out in Year 6 due to prepration of SATs
  • Social justice issues
  • Lack of teaching expertise n Inspectors found that, in over half of the schools in the sample, the lack of confidence, subject knowledge and need for training was the biggest challenge to improving the quality of their foreign language provision.  This lack of expertise was also highlighted in the questionnaire for language specialists or teachers as a particular concern for primary schools in meeting the requirements of the national curriculum
  • Confidence and subject expertise was the main concern for just under half of respondents.
  • Transition arrangements:  In half of the schools, inspectors reported that the primary schools were not working well with secondary schools to ensure that there is effective transition in foreign language learning from primary to secondary.

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What will be changing?

  • Children and students first – avoiding curriculum narrowing, even in upper KS2
  • Solid evidence for MFL
  • Quality of education – outcomes, assessment and curriculum delivery
  • Work scrutiny for MFL
  • Work should be demanding and coherently planned
  • Children to remember what they have been taught long term
  • Teachers must have good knowledge of the subjects

 

“During an inspection, if Ofsted are to “dig deep” in MFL, what can I expect?”

 

  • Discussions with senior leaders about the MFL provision and their curriculum
  • Discussions with curriculum leaders and language teachers about the depth of the curriculum and how it progresses – what should children be able to do by the time they reach Year 6?
  • Observations of lessons
  • Book scrutiny
  • Discussions between the inspector and inidivdual children about what they remember and why they are learning what they are learning
  • A look into pronunciation of teachers and children
  • A look into evidence of progression across the curriculum

Note: if MFL is not delivered on the day of inspection, all of the above will still happen other than lesson observations – book scrutiny

 

“What questions might I be asked as MFL Lead or MFL teacher in my primary school?”

 

  • How do you structure your support for non-specialist teachers?
  • How do you ensure you cover the programme of study?
  • Do all children have access?
  • How secondary and primary ?
  • What are the needs of your cohort and how has this affected your curriculum?
  • Why did you choose that scheme of work?
  • How do you ensure it builds on prior knowledge?
  • How do you ensure your progress is not just adding more vocabulary but grammatical structure?
  • How does this lesson fit within your scheme of work?
  • Can children manipulate a basic sentence by end of year 6?
  • Pronunciation of teachers and children
  • Evidence of progression across the curriculum
  • If your school is doing a carousel with 3 languages, for example: “What is the rationale behind that? What is the progress in each language? Have you thought about the phonological structure of each language? Are the languages being compared?

If MFL is evidently not a priority, Ofsted will want to see a plan of how the school will achieve the above.

 

 

 

Ofsted are asking the question: “Who is leading primary languages in primary schools?”

 

What are Ofsted looking for in primary languages?

  • Ofsted definition of curriculum: intent, implementation, impact (framework, support, progress) i.e. having clear intnetions of where the curriculum is going to achieve the desired progress
  • A curriculum with depth - developing knowledge and understanding, not memorising disconnected facts
  • Knowledge and vocabulary is at the heart of what Ofsted are looking for
  • A curriculum with clear progression: there are serious consequences for pupils when a curriculum is not sequenced or designed effectively. Gaps in pupils’ knowledge accumulate as they become layered on top of one another in a curriculum sequence.
  • Pupils learning the knowledge they need to avoid knowledge deficit (Fisher, Hnadbook kf applied behaviour)

“12 years of education should give children a solid foundation for languages” Ofsted, January 2019

 

“What if my school is an Academy?”

 

  • All pupils in maintained schools are expected to study the national curriculum. Academies must offer all pupils a curriculum of a similar breadth and ambition as the national curriculum (Ofsted school inspection update)

 

If we provide your MFL provision, what will we be changing over the summer to ensure we meet the guidelines for the new framework?

  • Assessment criteria from Y3-6 in line with the new inspection framework
  • A NEW childrens “quiz” area on our TeachTool platform to enable children to track their progress in the language
  • End of unit comments area to be emailed to our liason at your school at the end of each unit, complete with childrens progress
  • Restructure of annual reports for MFL in line with the new inspection framework

If you have any questions about your MFL provision or if you need to arrange your MFL provision for September, please get in touch with us.