How Ipswich educators are making a big impact with maths

Through the IOA,36 teachers, middle leaders and Early Years practitioners have taken on the role of “Implementation Lead”. These individuals are dedicated to improving numeracy/literacy outcomes for children and young pupils. Implementation Leads (ILs) and Early Years Implementation Leads (EYILs) have committed their time to completing intensive EEF training and overseeing projects that are rooted in solid evidence of what works.

ILs and EYILs planned out projects to improve the teaching & learning within their schools/settings/colleges, provide targeted support to the pupils who most need it and ultimately to improve pupil attainment.

IL Maths Projects:

13 of the 23 Implementation Leads chose to focus on maths, some of the most common features of their projects included: delivering CPD to upskill teaching/support staff, targeted pupil interventions, use of knowledge organisers, increased focus on key arithmetic skills, 1:1 coaching to improve staff subject knowledge, curriculum revision & improvements and enhanced opportunities for metacognitive approaches.

ILs report that their projects are working well, highlighting the following positive impacts:

“Staff are implementing the training they have been given. This is evidenced in lesson observations, pupil voice and learning walks”

“We’re having good impact with our first small cohort for Maths intervention, as evidenced by their improved Maths scores on the target skills areas”

“Staff are using the EEF strands to inform planning and longer-term targets”

ILs regularly engage with the latest developments in evidence-based research and are familiar with EEF guidance reports. Why not take a look at the linked EEF summary recommendation posters?

Improving Maths in EY & KS1

Improving Maths in KS2 and KS3

EYIL Maths Projects:

10 of the 13 Early Years Implementation Leads chose to focus on numeracy, common features across their projects included: consistent use of trackers to monitor children’s progress, targeted interventions delivered by EYILs, half-termly progress reviews, numeracy activities involving families, CPD training for all EY practitioners in setting, creating numeracy corners, purchasing high-quality maths resources, consistent use of mathematical language and regular discussion of mathematical concepts.

EYILs report that their projects are progressing positively, pointing to the following examples of success:  

“Staff have said they are feeling more confident in teaching numeracy”

“Being able to assess children so that we know the level they are working at and the interventions needed to support their learning”

“Introducing numeracy ‘borrow bags’ for families to take home and return…This has helped to build a learning link with families to help with continuous learning”

EYILs understand the importance of engaging with EEF guidance reports and other evidence-based research. Why not take a look at the linked EEF summary recommendation poster? Improving Maths in EY & KS1

Want to learn more or get involved?

If you’re interested in…

  • Reading brief summaries of maths project and find contact details for individual maths project leads, take a look at the Eastern Opportunity Areas Sharing Learning Hub, in the summer term. Why not come along to the Hub launch events at the University of Suffolk on 27th April, 8 am and 4:30 pm? Click here to book
  • Familiarising yourself with the latest maths guidance reports, effective teaching strategies or available training opportunities, contact the Ipswich Associate Research School at vanessa.bally.ipswich@researchschool.org.uk

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