CMTP: Changes in Mathematics Teaching Project

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KS3 results: discussion of results

SP

SP had a dramatic rise in overall level 5+ scores. It is noticeable that the rise in results in maths at KS3 at SP was not matched by similar rises in Science and English. There is no sign of a background whole-school effect influencing this outcome.

In particular, PLAS achievements at SP are better in this year than previous years. This was the only school or our three in which this was visible in test results. Something really special has been going on in this department. It would be too easy to say that the HoD was charismatic, because all three schools had key charismatic teachers and leaders. It is also too easy to say that the teachers were committed to raising achievement for all, as this too was true of all three schools. One factor is that initial achievement was low; as the HoD said 'the only way is up'. Another difference is that they taught in mixed-ability groups for two years, rather than one in the other schools, and focused the first year solely on methods of mathematical enquiry, returning to a programme of mathematical topics, particularly what teachers called 'the basics', later on. It was a stable department, like LS, but also had a relatively stable population of students, unlike the other two schools. Although the HoD left halfway through the third year of the project, year 9 continued to follow the plans and methods she had initiated. The teaching we observed, in all cases, was characterised by presenting accessible tasks which triggered intrigue, listening to learners, using their ideas, and developing reasoning.