BOOK MONITORING NUMERACY STAFF INSET

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BOOK MONITORINGNUMERACY STAFF INSET

• SCHOOL NAME
• DATE OF INSET

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Objectives of INSET

• To feedback findings from monitoring of
  childrens books.
• To discuss ways to continue current good
  practice.
• To highlight, discuss and prioritise points for
  action.
• To consider next steps and focus of future
  support.

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Questions to consider...

• Why do we monitor childrens work?
• Who should be
• responsible for
• monitoring work?
• What are the next steps for monitoring
• within school?

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Monitoring Cycle
Training Shared focus Shared expectations
Monitoring Plans Childrens work Lessons
Evaluation Good Practice Areas for development
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The process of monitoring

• Monitoring grid and guidelines
• Medium and short term planning
• Lesson observations
• Interviews with children
• Highlighting implications for learning and
  teaching

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Areas of good practice
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Presentation

• Is there a whole school policy for presentation?
• Setting out calculations
• 1 digit per square
• Dates and titles
• Clearly labelled front covers
• Colouring in
• Pens and pencils

8
Recording work

• How and where are jottings recorded - empty
  number lines, working out?
• What type of books and paper do we use to record
  on?
• Do we need to review the types of books and paper
  we use?
• Where should worksheets and assessments be filed?
• Is the published scheme cost effective?

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Marking

• Does the type of marking in the books reflect our
  marking policy?
• How do we show who is marking the work?
• Marking related to learning objectives?
• Using a marking key?
• Written comments praise, evaluative and
  targets?
• How and when should children start marking own
  work?

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Accuracy

• How should ?
• children correct mistakes?
• wrong answers be marked?
• teachers track work and corrections?
• What should happen if there is consistently
  incorrect answers/misconceptions?

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Range and balance of work

• Whole school approach to use of Unit Plans
• Noting on short term planning if an activity is
  practical or resource used
• How do you know that you have covered all the
  learning objectives?
• Use of traffic light system

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Range and balance of work

• Is a record keeping system used to track
  attainment and progress?
• Progression of topics and concepts
• Calculator skills
• Using and applying maths
• ICT
• Use of supplements of examples when planning and
  teaching.

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Differentiation

• Are you catering for all ability groups of
  children in your class?
• How do you show differentiation in planning?
• Consider differentiation by outcome, support, use
  of resources and type of activity.
• Note activities for higher, average and lower
  attainers and role of adults on short term
  planning
• Development of guided group work.

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Open ended tasks

• Do you plan and teach a variety of
• tasks that are open ended?
• Consider a range of investigations, different way
  of approaching tasks and varied questions.
• Mathematical challenges for more able pupils in
  Key Stages 1 and 2
• DfEE 0083/2000 Tel [phone]

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Spaceship

• Some Tripods and Bipods flew from planet Zeno.
• There were at least two of each of them.
• Tripods have 3 legs.
• Bipods have 2 legs.
• There were 23 legs altogether.
• How many Tripods were there?
• How many Bipods?
• Find two different answers.

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Mental to written calculations

• The development of recording mental strategies in
  KS1.
• Is there sufficient evidence of jottings,
  expanded and compact methods of calculation in
  the books?
• Has a whole school approach to expanded and
  compact methods for the four operations been
  decided upon?

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Teacher absence

• Are supply teachers aware of the NNS framework,
  schools marking policy and approach to numeracy
  and calculations?
• How do we monitor supply teachers work?

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Next steps

• Discuss issues as a staff
• Decide upon a whole school approach
• Highlight any additional training or support that
  is needed
• Individual classes, year groups and whole school
  monitoring