Improving progress in mathematics project
The Herts for Learning Improving Progress in Mathematics Project focuses on supporting schools to improve progress across Key Stage 2.
The project has two key strands:
- teaching & Learning
It focuses upon ensuring that leadership is strategic and acts robustly in challenging where pupils are making less progress than their prior attainment suggests. It also supports leaders to ensure that the quality of provision is effective and enables pupils to make strong progress in mathematics.
Focus pupils are identified and mathematics learning targets are set to accelerate progress.
Participating in the 2019/20 project
For schools within Hertfordshire
For the next cohort, beginning in September 2019, letters have been sent out to Hertfordshire schools with Key Stage 2 pupils, who have not participated in 2017-18 or 2018-19, to offer the opportunity to join the project for the academic year, 2019-20. Applications (or expressions of interest) need to be made by 24th May 2019.
The cost to schools will reflect the day of training for two people and the four half-day follow up adviser visits.
Total package cost: £1,450.
There is an option for an enhanced package which includes 2 additional half-day visits with a more flexible focus. The cost of the enhanced package is £1950.
For schools nationwide
We also welcome enquiries from schools outside of Hertfordshire.
We also offer bespoke tailored consultancy, using elements of the unique teaching strategies woven into the project, for those schools unable to participate in the full project. To find out more, please email: email@example.com.
Impact and outcomes from 2017/2018 cohorts
Two cohorts ran during 2017-2018 due to high demand for places.
These schools (35 in total), improved their progress on average by +0.6, using the KS2 progress calculation. As an average, progress improved from -0.97 in 2017 to -0.37 in 2018, bringing project schools in line with the Hertfordshire average for progress in maths.
The schools also reported a significant positive impact on the focus of their leadership team (and particularly the maths subject leader and headteacher), on improving progress in maths.
Teachers have a greater understanding of the progress their cohort are expected to make and of individuals within their cohort. They set increasingly focused mathematics learning targets where pupils were falling behind for progress.
A full report summarises the impact and learning from Cohorts 1 and 2 (link below).
Cohort 3 launched in September 2018 with 28 schools.
The project runs over an academic year: September to July.
Details of how to apply to join the next cohort of the project are given above. Schools can also use the 'Express an interest' sign up button.
There is a selection process as places are limited. The selected schools sign up to a contract which details the commitment from both the school and Herts for Learning.
The project is launched with a full training day for two leaders per school: headteacher and a mathematics subject leader.
A copy of the HfL Toolkit ‘Addressing Progress in Mathematics’ is provided during the training day.
Four half-day follow up visits are made by a linked adviser.
The four visit windows are usually:
October, December/January, March/April and July.
Further reading and resources
Report on the 2017-18 cohorts:
Improving progress in mathematics project 2017-18 impact report (pdf/04kb)
Teaching and Learning Adviser – Mathematics
Tel: 01438 845111 (option 2)