Transcript Implementing Mathematics Interventions

Implementing
Mathematics
Interventions
Aims:
• To be familiar with the mathematics
intervention materials available
• To ensure effective planning of
intervention support for targeted
groups of children
Materials:
• Numicon/Every Child Counts
• Supporting children with gaps in their
mathematical understanding (Wave 3)
• Overcoming Barriers in mathematics
(L1-2, L2-3, L3-4 and L4-5)
• Securing Levels/What I can do in
mathematics
(Levels 1, 2, 3, 4 and 5)
Task 1:
• What mathematics interventions do you currently
run in your school? For which children – how do
you identify them?
• When do your mathematics interventions take
place and who leads them?
• What has worked well with mathematics
interventions in your school?
• What difficulties are you finding with
mathematics interventions in your school?
• How do you measure the impact?
Key points to consider 1:
• Are the children grouped according to
an audit of their needs/gaps (or
numbers per class)?
• Are the specific difficulties of the
group clear?
• What are the high impact skills that
will help them make progress?
Key points to consider 2:
• Who will lead the intervention?
• Who is responsible for the planning of the
sessions? Do they have allocated time to
do this?
• How long will the sessions last?
• When will the sessions take place?
• Will there be anything to regularly disrupt
the sessions?
• How long will the intervention last?
Key points to consider 3:
• Who is responsible for monitoring the
quality of the intervention?
• Who is responsible for measuring the
impact of the intervention?
• Who is responsible for pupil
progress?
How many children do you add
on your ‘needing mathematics
intervention’ list before you stop
putting your energy into
interventions and move your
focus to developing quality first
teaching of mathematics
instead?
The key intervention
materials for mathematics
Numicon
• Not developed as intervention resource, but
inclusive resource
• Multi-sensory resource to support children to
develop a secure understanding of number
• Is a structured, motivational representation of
number
• Can be used to support a range of skills,
particularly number, from EYFS/P levels+
• Is the resource used for Every Child Counts
(early intervention before Dyscalculia
assessments commence)
• www.numicon.com
Supporting children with gaps in
their mathematical understanding
• Wave 3 intervention (originally)
• Produced for Key Stage 2 children working 2+
years behind age-related expectations
• Focuses on the four operations, addressing
common misconceptions
• Intended to be 1:1 for 15 minutes a day
• Materials relate to ‘staging post’ years (R, 2, 4
and 6) and old NNS objectives
• www.wave3.org.uk
Overcoming Barriers in mathematics
• Analysis of children who didn’t make
expected levels/who are stuck to identify
key skills that are barriers to progress
• Addresses all 7 strands of the framework
(not just number)
• ICT based
• Includes Level 1 to Level 5
• Follows the Teaching Cycle and
incorporates Using and Applying activities
Securing Levels/What I can Do in
Mathematics
• Focuses on six key areas that children need to
secure in order to attain the level
• Focused on all areas of mathematics (not just
number)
• Includes Level 1 to Level 5
• Securing Level = teacher planning
• What I Can Do = pupil book (not test)
• Links together models and images, Wave 3 and
Overcoming Barriers resources to support
learning
Summary of the key intervention
materials