The National Centre for Excellence in the Teaching

The National Centre for Excellence in the Teaching of Mathematics Taking forward the mathematics agenda: Conference for head teachers and principals of teaching schools 17 October 2012 Professor Celia Hoyles OBE Director

The NCETM contract: March 2012 - 15 • delivered by newly formed consortium managed by Tribal Education in partnership with • • • Myscience Mathematics in Education and Industry (MEI), Institute of Education, University of London (IOE) • funded by the Department for Education (Df. E) • the brand that started in 2006 continues…. .

The NCETM vision The NCETM aims to • raise the professional status of all those engaged in the teaching of mathematics • raise standards by supporting mathematics-specific CPD so that the mathematical potential of learners can be fully realised our activity is shaped by the need for teachers to have • support teaching schools and other improvement • strong subject knowledge agents in their work with schools • good understanding of the ways in which pupils learn mathematics • skills & confidence in using subject knowledge & understanding in the classroom

Aims for today to update, consult and share, specifically to • share what NCETM has done to date to support teaching schools & to explore how further to develop this support • share the best practice of teaching schools currently providing mathematics CPD • continue the development of the mathematics CPD network of teaching schools.

NCETM: blended activities face-to-face events & network meetings interactions with the NCETM portal www. ncetm. org. uk

Statistics Oct 15 th 2012 Sector Total (As of 11 October 2012) Primary: 16 802 schools Teacher Population of 203 600 40 006 Over 90, 000 registered 27 352 users Secondary: 3 248 schools Teacher Population of 35 200 FE: 410 institutions 4 623 Teachers of adult learners not in FE Institutions 4 779 Other registered users 18 915 Total 95 675 (includes 4 932 people who have ticked more than one or no sector) Total Number of Registered Users 90 743

Self evaluation tools over 25 406 users

NCETM Mathematics CPD Standard Providers Higher Education Institutions Teaching Schools Subject associations FE and Adult Education providers Commercial bodies Awarding Bodies Local Authorities Private contractors & Freelance consultants …. . 128 applicants have successfully achieved the Standard and a further 50 applications pending approval

Quality CPD resources Online Magazines NCETM online magazine Number of issues Views per Issue Primary 44 16 425 Secondary 91 6 660 www. ncetm. org. uk/magazines

New… so what events did the NCETM organise 2011 - 12?

Event for Head teachers of teaching schools 14 Oct 2011 86 participants Andy Buck, Director of Teaching Schools, National College Main agenda was to Professor Celia Hoyles, NCETM Discuss the issues & challenges for a new teaching school around leading CPD in mathematics & how might the NCETM offer support Professor Dame Athene Donald FRS, Chair, Royal Society Share ideas of effective practice including presenting case Education Committee studies from two teaching schools: one primary one secondary Jon Coles, Director General Education Standards, Department for Education

Subject specialist primary teachers Numbers of in-service primary teachers with specialist degree and initial teacher education qualifications in science and mathematics as a fraction of the total number of registered practising primary teachers (England, 2010)

Specialist secondary teachers Cumulative shortfall in meeting science and mathematics teacher recruitment targets more events organised by the NCETM 2011 - 12?

Meeting for Mathematics Lead Teaching Schools 24 January 2012 noted variations in ● ethos, vision, working practices ● views of the lead mathematics teaching school role explored how a future “NCETM” might help to ● build the new mathematics lead school community & its identity ● share & widen access to information & quality resources

What we were told would be helpful…. . • work in partnership with ‘the new NCETM’ to produce a collaborative brand for Mathematics teaching schools • NCETM to offer access to professional development for staff of Maths lead schools e. g through teacher enquiry projects • for NCETM to be a conduit of information: news, research & policy updates • be able to draw on centrally prepared professional development modules as one element of a school’s offer, embedding NCETM tools (e. g. SET) & any new tools as More events organised by the needed NCETM 2011 - 12? • participate in the NCETM CPD Standard to assist QA & have access to a list of quality controlled providers/ambassadors

Event for Mathematics SLEs June 2012 1159 SLEs 68 (Maths), 13 (Numeracy) Aim to • share strategies and offers for mathematics CPD • learn about available NCETM support • develop the community of mathematics SLEs • identify and broker further support that might be needed The mathematics SLE toolkit

The Mathematics SLE toolkit • co-developed with 8 Mathematics SLES modules provides guidance on mathematics leadership & professional development support for mathematics SLEs • material now written & being trialled by a group of volunteers launch planned for January 2013

more events organised by the NCETM 2011 - 12 & beyond?

CPD Network Meetings • network events for PD providers across England • next meetings to be held Dec 2012 - Jan 2013 • Common agenda • new NCETM provision • emerging landscape in mathematics education • Plus • local items on CPD Issues related to local needs and initiatives • more information https: //www. ncetm. org. uk/news/39049

Other NCETM provision? • Professional Development (PD) Lead Support Programme • Collaborative teacher projects

Professional Development Lead Support Programme supports & develops CPD leads • Primary Support Programme • Secondary Support Programme Secondary programme objectives: Primary programme objectives • • reinforce & develop understanding of the characteristics of provide opportunity for sharing & developing ideas to brings together a growing community of mathematics good quality CPD in mathematics inform a participant’s own CPD offer PD providers in free 24 hour residentials • • understand what is meant by ‘Arithmetic Proficiency’ by explore pedagogic skills that can support algebraic developing knowledge of the relationship between proficiency • procedural fluency and understanding, focusing on the identify important aspects of arithmetic proficiency at KS 3 focuses on Mathematical Proficiency • use of algorithms; provide a model of support for their PD work that focuses • arithmetic & algebraic • Be equipped to support teachers in developing their on current national priorities teaching of calculation, emphasising Arithmetic Proficiency.

Benefits • accreditation with NCETM Lead logo & “I really valued the input from experienced colleagues participation in network of accredited PD and the diversity of viewpoints was very refreshing. ” leads • “One of the main criteria for successful PD is that it better equipped to offer a traded service stimulates new thinking - it certainly did that for me” • support for measuring impact “The course is definitely impacting on my daily work” • opportunity to lead & support collaborative teachers projects • - and renewed interest & excitment 22

Collaborative Teacher Projects www. ncetm. org. uk/ctp • Funding of up to £ 5000 for projects in schools for teachers to work collaboratively with the support of an improvement agent • Why? Previous contract: almost 300 reports from these projects, all searchable at www. ncetm. org. uk/enquiry/funded -projects/view-all

Why Collaborative Teacher Projects? www. ncetm. org. uk/ctp giving status to teachers’ work “NCETM funding was hugely valuable but the really big thing was that it meant we had a name for the project, we had status within the schools and we had a reason for meetings…and that was really good and really big and really important” building a community “I was surprised at how it welded my staff together doing this type of learning in this particular way, how it helped develop the ethos of the school, it sounds very dramatic but it did … really thinking together and sharing thoughts and ideas and reflecting together really helped to bind my staff together as a very strong team” taking risks “People actually taking things they were not sure about, trying them in their class and coming back the next time saying that they couldn’t believe how much the children were talking about mathematics…and there was a lot of enthusiasm for getting children talking about mathematics … all of us got quite excited …”

Why Collaborative Teacher Projects? www. ncetm. org. uk/ctp “the culture surrounding maths education is one of testing and measuring and … teachers just don’t get much of an opportunity to “Mathematicians are particularly sensitive about subject content. So if talk about other practices without having somebody with an external “There’s a lot of insecurity among primary teachers in the teaching of ‘ you are a maths teacher you are supposed to be a subject expert. agenda to lead that discussion” mathematics. . . Allowing people to work together and just support each other with no threat with nobody looking over your shoulder It takes quite a lot of will to stand up and say “you know I have no judging what you’re doing is really valuable” idea why tangent is called tangent” assessing the impact and sustainability of networks stimulated and supported by the NCETM Anastasia Gouseti, Richard Noss, John Potter & Neil Selwyn Institute of Education – University of London

new contract: Collaborative Teacher Projects: www. ncetm. org. uk/ctp • projects must focus on Mathematical Proficiency & on Arithmetic Proficiency in primary schools • priority on schools with below average mathematical attainment

Collaborative Teacher Projects www. ncetm. org. uk/ctp The first round, 35 applications received, 11 projects awarded, reporting mid May 2013 • 7 Secondary schools, • 2 Primary Schools • 2 LAs Next round of applications opens together projects are supporting 24 primary & 4 secondary in January 2013 schools, reporting mid May 2013 second round closed on 12 October with 24 applications

Collaborative Teacher Projects Applicant: Fordbridge Community Primary School, Solihull Supporting: Solihull School Improvement and Advisory Service, Coleshill Heath School, St Mary & St Margaret's Church of England Aided Primary School, Yorkswood Primary School Developing the use of models and images to support progression and proficiency in subtraction and division methods throughout the school

Collaborative Teacher Projects Applicant: Bishop Challoner Catholic College, Birmingham Supporting: John Henry Newman Catholic College, Saint Peter’s Catholic School Exploring lesson design through algebraic misconceptions & supporting the development of “deeper learning” in the mathematical classroom through multiple representations and effective questioning.

Collaborative Teacher Projects Applicant: Brigshaw High School & Language College, Yorkshire Supporting: 8 primary schools and 1 Secondary school within Brigshaw Cooperative trust in KS 1, 2, and 3 Developing & evaluating the impact of a common approach to calculation across Brigshaw Cooperative Trust Researching ways to move the teaching of Calculation from Good (or lower) to Outstanding

Other NCETM provision in development • Host schools project • Videos of primary practice

Host Schools Project to promote arithmetic proficiency & the effective teaching of calculation in primary schools in Key stage 2 • target of 20 -30 Host Schools, 150 Visiting Schools over 30 schools have applied to be Host Schools • 27 have Outstanding or Good Ofsted ratings • All have a story how they have • improved the teaching of arithmetic over the last 5 years • the capacity to provide leadership for their network event to share first steps Nov 20 2012

Videos of Primary Practice The Df. E has commissioned a series of twelve 15 min videos to ● demonstrate excellent practice in primary classrooms ● support the professional development of teachers and the implementation of the new curriculum The first 3 videos will focus on arithmetic proficiency • progression in multiplication & in subtraction • understanding and application of place value

Future mathematics challenges Government priorities for mathematics • • New national curriculum Change of GCSE specification: Linear GCSEs EBacc Certificate (EBC) Post-16 programmes of study…. . ”…we should set a new goal for the education system so that within a decade the vast majority of pupils are studying maths right through to the age of 18. ” Gove, June 2011

Future NCETM events Digital Technologies in Mathematics Education Conference 27 February 2013 Institute of Education, University of London And…. .

Thank you & please keep in touch

Jane Jones HMI National Advisor for Mathematics Ofsted 17 October 2012

Paul Stone Head teacher Kibworth C of E Primary School Affinity Teaching School Alliance Supporting other schools with mathematics: Using lesson study across schools: 17 October 2012

Pete Sides Notre Dame High School Hallam Teaching School Alliance Supporting other schools with mathematics: working across a region 17 October 2012

Panel discussion Celia Hoyles, NCETM Elizabeth Truss MP, Parliamentary Under. Secretary of State, Department for Education Jane Jones HMI, Ofsted Andrew Carter, Head teacher South Farnham Primary School, Surrey Chris Healey, Head teacher, Balcarras School, Gloucestershire.