DOCSLIB.ORG

Maths 2018 - 2020 2

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Maths 2018 - 2020 2 Skills for Growth Action Plan Maths 2018 - 2020 2 Contents 4 Executive Summary 6 Introduction 6 Maths in the Liverpool City Region 6 Performance in Maths 9 Maths provision in the Liverpool City Region 10 Overcoming challenges 10 Underperformance across all pupil groups in Liverpool City Region 10 Maths teacher recruitment and retention difficulties 10 Working in silo 11 Curriculum relevance 11 Underperforming groups 12 Deprivation and a lack of opportunities 12 Low teacher quality and inexperience 12 Realising aspirations 13 Falling behind early 13 High prior attainers overlooked due to focus on lower attainers 14 Meeting the demand for maths skills from employers 14 Recruiting staff with the requisite maths skills 14 Lack of access to training for people in work 15 Engaging residents in post-19 maths provision 16 Key actions 18 Appendix: Full list of Liverpool City Region’s state-funded secondary schools and their progress scores in maths 21 References Skills for Growth Action Plan for Maths 3 Foreword Having a good level of numeracy skills has always been important, whether we are shopkeepers, farmers or joiners. The digital transformation that we have seen over recent decades has made these skills even more important, along with the ability to apply them in different contexts. Employers now have higher levels of expectations for staff as new technologies and approaches require greater levels of ability. For too long, and despite the best efforts of many Liverpool City Region has a series of unprecedented people over many years, the Maths attainment of opportunities through harnessing our natural assets, our residents has lagged behind national rates. location, strength and potential. But we will only This Action Plan sets out our challenges and seize them if we increase our numeracy levels identifies a range of issues that we all need to work overall. We need to change the perception that on together. Whilst schools have a key role to play, Maths is hard and only for a few: we need to it is worth noting that there are broader issues show how those skills are applied in work and amongst people who have left full-time education, in communities; and we need to need to work and this needs a different response. together if we are to achieve that amongst councils, employers, education providers, trades unions and across civil society. Steve Rotheram Cllr Ian Maher Liverpool City Region Metro Mayor Liverpool City Region Portfolio Lead, Education, Employment, Apprenticeships and Skills 4 Executive Summary Maths skills play a key role in productivity (Carpentieri et al, 2016: p.9). However, residents in the Liverpool City Region (and especially disadvantaged young people) perform poorly in maths compared to their peers in other parts of the country. This limits their potential and poses a challenge for the Liverpool City Region in realising its economic growth plans: if residents do not develop better maths skills the Liverpool City Region will struggle to meet employers’ demands. This report begins by setting out current • The maths qualifications of adults in the performance in maths in the Liverpool City Liverpool City Region are generally lower than Region. It finds that: those across the North West and England. There has also been a decrease in the delivery • As a whole, the Liverpool City Region’s young of 19+ numeracy provision. people underperform in GCSE maths compared to national averages; • Employers experience a range of challenges in recruiting staff with the appropriate basic • Disadvantaged young people are less likely to and advanced numerical skills needed for their achieve passes in GCSE maths and English job roles. compared to their more affluent peers in the Liverpool City Region and disadvantaged young • Responsive maths skills support includes good people in other parts of the country; communication and collaboration between providers and employers. Other effective • Disadvantaged young people in the Liverpool practice includes embedding maths in wider City Region are less likely to achieve passes provision to support progression. in GCSE maths and English compared to disadvantaged pupils in other, similarly deprived, City Regions; • High, mid and low prior attainers underperform in maths and English compared to pupils with similar starting points, based on end of key stage 2 attainment data, in other parts of the country; • At 16-19 level, many pupils in local authorities within the Liverpool City Region improve their performance in maths but disadvantaged learners aged 16-19 underperform compared to their more affluent peers. Skills for Growth Action Plan for Maths 5 This report also identifies key challenges in • Employers face challenges in recruiting improving maths skills in the Liverpool City Region. staff with the requisite maths skills for their These are: workplace. This is exacerbated by their lack of understanding of the maths skills required for • Amidst the national teacher recruitment and different job roles. Stakeholders suggested a retention crisis, maths teachers are in high need for employers to engage with providers demand in the Liverpool City Region. Strong and employment support services to develop a and consistent maths teaching is needed to better understanding of their maths skills needs improve outcomes for all pupils, but especially and how these could be addressed. disadvantaged pupils. • Accessibility of provision for adults in work is • Under developed links between different phases also a challenge. Providers could make greater of education and employers mean that maths use of technology, the new rules in the Adult educationalists are all too often working in silos. Education Budget which allow delivery in the • Where young people in the Liverpool City workplace and the expertise of trade unions and Region are not made aware of the relationship other workplace representatives to address this. between maths education and future employment, • Poor experiences of compulsory education this can hamper their enthusiasm for maths. and lack of confidence is causing challenges in engaging residents in programmes explicitly focussed on developing maths skills. Providers may need to take embedded approaches to delivery or utilise community learning courses to engage learners in improving their maths skills. 6 To address the key issues underlying 6. Identify ways in which adult numeracy underperformance in maths, the Liverpool City provision can better support the needs of Region should: local residents. 1. Improve links between employers, 16-19 7. Improve employers’ understanding of the providers (including FE colleges and training application of numeracy skills to the workplace providers), secondary schools and primary and the benefits of improving employees’ schools to help young people understand the maths skills. relevance of maths skills to the world of work through employability organisations. 8. Engage with Trades Unions to support their provision of direct maths skills and maths skills 2. Strengthen links between teachers and within other provision. schools in different Liverpool City Region local authorities to tackle young people’s 9. Explore how the devolution of the Adult underperformance in Maths and to share Education Budget could support the development and embed best practice. of progression pathways to more advanced numeracy skills for Liverpool City Region 3. Collaborate with universities in the Liverpool residents. City Region to encourage maths graduates to apply for teacher training in the area. 10. Explore options to monitor and evaluate how Liverpool City Region is performing in relation 4. Seek a devolved allocation of Strategic School to adult numeracy. Improvement Fund to the City Region rather than individual schools and networks applying for funds individually. 5. Work with employability organisations to ensure young people understand the links between maths skills and future employment. Skills for Growth Action Plan for Maths 7 Introduction Maths skills are important for productivity (Carpentieri et al, 2016: p.9) and so, if residents in the Liverpool City Region are to gain employment and become successful and productive in the labour market, they must be equipped with the requisite maths skills. Currently, in almost all parts of the Liverpool City This Skills for Growth Action Plan draws on Region, many young people underperform in existing evidence and primary research with key maths, with a large proportion unable to achieve stakeholders across the City Region to identify a grade 4 in maths or to progress in the subject actions to address the maths skills challenges at 16-19. Similarly, the maths qualifications of facing residents and the City Region. It sets out adults are generally lower in the City Region actions for the Liverpool City Region Combined than in the North West and England. This low Authority, local providers and employers. performance results from a number of challenges, some of which are local and some of which are national. Certain groups are particularly likely to underperform, particularly disadvantaged pupils. The challenges these groups face and the solutions and interventions that might address these therefore warrant particular attention. 8 Deprivation in Liverpool City Region A national average of 12.4% of all pupils in state-funded secondary schools are eligible for and claiming free school meals. All of the local authorities within the LCR have higher proportions All of the local authorities of disadvantaged pupils than this
Load more

Recommended publications
  • Reformed GCSE, AS and a Level Subjects
    Reformed GCSE, AS and A level subject content Government consultation response January 2016 Contents Introduction 3 Overview of reforms 5 Summary of responses received and the Government’s response 7 Astronomy GCSE 8 Business GCSE 12 Economics GCSE 15 Engineering GCSE 17 Geology GCSE 20 Psychology GCSE 22 Sociology GCSE 26 Design and technology AS and A level 28 Environmental science AS and A level 32 History of art AS and A level 34 Music technology AS and A level 38 Philosophy AS and A level 41 Next steps 44 Annex: list of respondents to the consultation 45 2 Introduction On 16 July 2015 the Department for Education published a consultation on proposed content for GCSEs in astronomy, business, economics, engineering, geology, psychology and sociology, and AS and A levels in design and technology, environmental science, history of art, music technology and philosophy. The proposed GCSE subject content aims to provide students with more fulfilling and demanding courses of study; new A level content aims to encourage development of the knowledge and skills needed for progression to undergraduate study and employment. The consultation sought views on the following questions: • whether the revised GCSE content in each subject is appropriate: • whether there is a suitable level of challenge • whether the content reflects what students need to know in order to progress to further academic and vocational education • whether the revised AS and A level content in each subject is appropriate: • whether the content reflects what students need to
    [Show full text]
  • This Is Wirral: Economy, Business and Skills
    This is Wirral Economy, Business and Skills Wirral Intelligence Service (December 2019) Wirral Intelligence Service: This is Wirral December 2019 This is Wirral For further information please contact: Authors: Nicole Hawitt [email protected] Performance Management Officer and Carl Gurnell [email protected] Business Intelligence Manager Wirral Intelligence Service Email: [email protected] Background to This is Wirral This is Wirral is a collected set of evidence about Wirral. It includes information about the Wirral population including their current and future health and wellbeing needs and the borough including information about the economy, housing, environment and transport. The insight is collected into a number of sections to allow ease of access for the reader. Each section contains detailed content including the key messages from the analysis and insight on main issues and is underpinned by detailed information. The information forms our Joint Strategic Needs Assessment (JSNA) providing a detailed picture of the borough. It is used to enable effective strategic planning to determine what actions local authorities and other partners need to take to meet resident needs and to address the wider determinants that impact on health and wellbeing. How can you help? If you have ideas or any suggestions about these issues or topics then please email us at [email protected] or go to https://www.wirralintelligenceservice.org/ Version Number Date Authors 1.0 December 2019 Nicole
    [Show full text]
  • Transfer From
    TRANSFER FROM PRIMARY TO SECONDARY SCHOOl Information for parents September 2022 email: [email protected] INTRODUCTION This information booklet is aimed at the parents of children currently in Year 5 who will become eligible from 12th September 2021 to make their secondary applications for Year 7 places starting in September 2022. This information booklet outlines what will happen and gives you guidance about how you can get more information about schools and advice about how to apply for school places. From 12th September you are then able to make your school preferences application at liverpool.gov.uk/admissions where there is further information and guidance posted online. CHOOSING A SCHOOL The Liverpool city council website includes the composite prospectus admissions information spread across its webpages at liverpool.gov.uk/admissions This includes important information about how to apply to schools; what criteria are used to allocate places if a school gets more applications than it has places available and how places were allocated in the previous year. Before expressing a preference for a school it is important that you understand the school’s admission policy and know whether or not the school was oversubscribed in the previous year. By using this information you can assess your child’s chances of gaining a place in the school. In addition to the composite prospectus admissions information online at liverpool.gov.uk/admissions there are several other sources of information that you can use to find out more about schools, these include the following: • School Open Evenings. (Please see Open Evening section within this booklet for further details) • School websites • School Admissions Team (Contact details can be found in the Contact Points section in this information booklet).
    [Show full text]
  • The PTI Schools Programme and Schools Leadership Programme : Member Schools
    The PTI Schools Programme and Schools Leadership Programme : Member Schools (excluding Greater London) Member schools in Greater London East Midlands Subjects in the Schools Member of the Schools School Programme Leadership Programme Ashfield School Modern Foreign Languages Brooke Weston Academy Modern Foreign Languages Brookvale High School Music Caistor Yarborough Academy Maths Yes Carre's Grammar School History Yes Manor High School MFL and Science Yes Monks' Dyke Tennyson College Yes Northampton School for Boys Geography and MFL Sir Robert Pattinson Academy Yes Spalding Grammar School Latin Yes University Academy Holbeach Geography Weavers Academy MFL Art, English, Geography, History, William Farr CE School Yes Maths, MFL, Music and Science Eastern England Subjects in the Schools Member of the Schools School Programme Leadership Programme City of Norwich School History Mathematics and Modern Foreign Coleridge Community College Languages English, History, Art, Music, Davenant Foundation School Science and Modern Foreign Yes Languages Downham Market Academy Yes Harlington Upper School History Hedingham School and Sixth Geography Form Luton Sixth Form College Latin Geography, History, Maths, Monk's Walk School Music, Science and Art Nene Park Academy English Mathematics and Modern Foreign Notre Dame High School Languages Ormiston Sudbury Academy Geography, History and Science Palmer's College English and Science Latin, Science, Mathematics and Parkside Community College Yes Modern Foreign Languages Passmores Academy MFL and Music Saffron
    [Show full text]
  • Upper School
    1 Editor’s Note Welcome to the first edition of Liverpool College’s Middle School Magazine College Column. Over the past few months, I have been working with both Year 8 Butler’s and Year 8 Brook’s during Thursday activity sessions to bring you this inaugural issue. Firstly, I would like to applaud the efforts of all pupils that were involved in the making of this very first version of College Column. I am extremely grateful for the hard work and dedication demonstrated by the pupils of both Butler’s and Brook’s during this process. Moreover, I would like to thank Mr Cartwright for arranging this activity and allowing pupils to become creative outside of the classroom. It has been a privilege to see pupils develop original ideas into complete articles. Additionally, I am very excited to begin working on future editions of College Column with the other Year 8 forms throughout the remainder of the academic year. If you’re in a Year 8 form, get thinking of future articles that you would like to include in your personal issue of College Column. Finally, to you the reader, thank you for taking the time to read the very first College Column. This version of College Column puts particular emphasis on Liverpool College’s recent (and quite frankly fantastic GCSE results) in addition to providing advice for our new Year 7 pupils, a range of original pieces of creative writing and information about the impending school play Bye, Bye Birdie. There are a range of puzzles and activities to complete in the magazine.
    [Show full text]
  • Broad Square Bulletin Issue 3 – Friday 21St September
    Broad Square Bulletin Issue 3 – Friday 21st September Message from the Headteacher . This week it has been wonderful to welcome so many parents and carers of children in Y1-Y6 to our 'Meet the Teachers' sessions. We hope that those who were able to attend really appreciated hearing about the expectations for their child's year ahead. I know that morning meetings can sometimes be difficult to attend, especially if you work so we have uploaded the presentations onto our website. Visit the parents page on the information tab to access them. Y4 had an insightful trip this week which included a guided tour of Liverpool with one of the city's Blue Badge Guides. They have learnt such a lot about the history of our wonderful city which will underpin the rest of their topic this term. The guide complemented our children on their outstanding behaviour and he was also very impressed in their eagerness to learn and have a go at all of the activities. Thank you again for your efforts with getting children into school every day and on time. We had 2 classes last week with 100% attendance, which is fantastic. A letter with all the key dates for the term ahead will be sent to you next week and we will also be putting them onto our website. These will include any further opportunities for family learning. I look forward to seeing as many of you as possible next Friday for the Macmillan coffee morning too! Have a lovely weekend, Mrs. V. Corbett Events next week (24th-28th September) Upcoming Events Thurs.
    [Show full text]
  • Secondary Education in Wirral 2016-2017 Information for Parents
    Useful websites and phone numbers ACE (Advisory Centre for Education) Phone: 0808 800 5793 www.ace-ed.org.uk Ofsted www.ofsted.gov.uk Wirral SEND Partnership www.wired.me.uk Wirral Website www.wirral.gov.uk Admissions Portal www.wirral.gov.uk/schooladmissions Secondary Education in Wirral 2016-2017 Information for parents Children and Young People’s Department Hamilton Building, Conway Street, Birkenhead, Wirral, Merseyside CH41 4FD s n Phone: 0151 606 2020 Fax: 0151 666 4207 Email: [email protected] w o si o is n m e d la n o i o Wirral Council’s Children and Young People’s Department can not be held responsible for misleading, out of date or incorrect information held on cached l h pages accessed through or maintained by individual search engines, online forums or internet third party sites. n sc o k/ u The information in this booklet relates to the school year 2015 to 2016. However, there may be changes before the beginning of that year or during that year. ly v. go p l. p ra A ir w 365Jun14SK . w w w Contents September 2015 Dear Parent I hope that you will find this booklet helpful. It provides information about secondary education in Wirral and in particular about the arrangements for transferring to secondary school. It is available to all parents whose children are in their last year of Types of school 4 Transport policy 10 primary education and to all parents who tell us that they are moving into the borough with children of secondary school age.
    [Show full text]
  • Years Information Update
    Formby High School ‘Determined to Achieve’ Headteacher: DMA/LFO Mr D A Mackenzie BA (Hons) NPQH Freshfield Road Formby 18 June 2021 Liverpool L37 3HW 01704 873100 enquiries@ formbyhighschool.com www. formbyhighschool.com Dear Parent @FormbyHigh Following the Prime Minister’s announcement on Monday that there will be a delay to the easing of Covid-19 restrictions until 19 July, the school is currently reviewing all planned activities until the end of term to ensure that risk assessments have been appropriately reviewed in light of the delay. As a school, we are committed to ensuring we can continue with as many activities as we can safely deliver for our students. Any changes which do need to be made to planned activities will be communicated in due course. As promised during my letter on 11 June 2021, I have consulted with the Headteacher of Range High School and we have decided that staff and students will continue to wear face coverings in classrooms and communal spaces in school during week commencing 21 June 2021. Both schools continue to manage positive Covid-19 cases and consider this control measure, along with the continued twice weekly testing of staff and students, essential in mitigating the extent of the impact in our schools. I would also like to share with you a letter from the Secretary of State for Education for all parents of secondary school children (please click here) about testing. The use of face coverings in school will continue to be reviewed on a weekly basis and I will write to you again on Friday 25 June 2021.
    [Show full text]
  • 0151 256 0880 Belvoir.Co.Uk West Derby 54 Mill Lane, West Derby, Liverpool, L12 7JB
    West Derby 54 Mill Lane, West Derby, Liverpool, L12 7JB Hannan Road,Liverpool, Merseyside L6 6DB Asking Price £110,000 Freehold A fantastic opportunity for first time buyers with this immaculate and well presented 3 bedroomed terraced property located in the Fairfield area. Viewings are a must to appreciate the potential this property has. Call: 0151 256 0880 belvoir.co.uk West Derby 54 Mill Lane, West Derby, Liverpool, L12 7JB Location Property Situated in the popular Fairfied area We endeavour to make our sales This well presented 3 bedroom of Liverpool the property is in a great particulars accurate and reliable, terraced property offers a great location for commuting to Liverpool however, they do not constitute or opportunity for first time buyers. City Centre by car or public transport. form part of an offer or any contract It also benefits from being in close and none is to be relied upon as The entrance hallway leads to the proximity to Edge Hill Railway station statements of representation or fact. lounge area which benefits from a which is approximately 0.7 miles Any services, systems and appliances bay window giving the room a light away. listed in this specification have not and airy feel. The rear lounge or been tested by us and no guarantee dining area leads to a spacious kitchen There is a choice of local shops and as to their operating ability or to the rear with a yard area to the supermarkets for shopping and efficiency is given. All measurements exterior. groceries, as well as a choice of have been taken as a guide to primary and secondary schools prospective buyers only, and are not The first floor comprises of a landing nearby precise.
    [Show full text]
  • Anti Academies Alliance Submission to the Children, Schools and Families Committee Monday 29Th March
    Anti Academies Alliance submission to the Children, Schools and Families Committee Monday 29th March Academy performance Much is made of the rising success of Academies. In 2009 Ed Balls boasted that the Academies GCSE results that June showed a 5% improvement on 2008. When challenged to produce the results that proved that we were told we had to wait for the official release of the results in January 2010. When the 2009 GCSE results were officially released in January 2010 our analysis of the results showed that while Ed Ball's headline figure may be true, it hid some other disturbing information. 122 Academies entered their pupils for GCSEs in 2009. Of these 74 have now entered pupils for 2 or more years. of these 74, 32% (24 Academies) saw their results fall (appendix A). and 59% (44 Academies) are in the National Challenge (Appendix B). of the 122 Academies which entered their pupils for GCSEs in 2009, 36% are in the national challenge. Selection of Academy Sponsors The government have a new Accreditation procedure. It requires a number of conditions to be met to allow sponsors to be automatically accredited. This includes: “Proposals should demonstrate evidence of strong academic performance, and value added. This might be demonstrated through: Evidence that the percentage of pupils gaining five A*-C including English and maths has improved since opening by at least four percentage points on average for each year it has been open.” of the 74 Academies that have entered pupils for exams for 2 or more years, just 29 would pass this test.
    [Show full text]
  • Download 2018 Ofsted Report
    School report Range High School Stapleton Road, Formby, Liverpool, Merseyside L37 2YN Inspection dates 27–28 November 2018 Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for pupils Requires improvement 16 to 19 study programmes Good Overall effectiveness at previous inspection Outstanding Summary of key findings for parents and pupils This is a school that requires improvement School leaders and governors know the aspects The poor behaviour of a minority of boys is of the school that need to improve. However, having a disproportionately negative affect on they do not know the extent of the the care, welfare, education and personal weaknesses. They have been slow to improve development of the significant majority of the school. pupils. The attendance of some groups of pupils is poor. Leaders are not achieving the Leaders at all levels, have extensive ethos and culture they seek to promote. information about how well pupils perform in their areas of responsibly. However, they do Leaders have very recently introduced training not have an accurate understanding of what for teachers on how to improve behaviour in this information is telling them. This limits their their classrooms through improved teaching. capacity to make improvements. However, it is too early for this to have had a significant impact on the overall quality of Leaders have a clear vision of how the teaching and learning. curriculum and enrichment opportunities should support strong progress and personal The quality of teaching is variable across the development for all pupils.
    [Show full text]
  • The Hawthorne's Free School- Impact Assessment 2012 Author
    Title: The Hawthorne’s Free School- Impact Assessment 2012 Author: Department for Education (DfE) Impact Assessment – Section 9 Academies Act Duty 1. Section 9 of the Academies Act 2010 places a duty upon the Secretary of State to take into account what the impact of establishing the additional school would be likely to be on maintained schools, Academies, institutions within the further education sector and alternative provision. 2. The rationale for establishing a Free School is to retain a secondary school in a very deprived community in response to parental demand, given the LA’s plan to close 2 existing local schools, St George of England High School and St Wilfred’s RC High School. The intention is to use the St George school building as the site for the new school to open in September 2012. The expectation being that the majority of pupils from both closing schools will choose to attend the new Free School alongside a new Year 7 cohort. Admission numbers are currently expected to be in the range 475 – 490 against an admission number in year 1 of 510. 3. The Hawthorne’s Free School is an 11 – 16, non-denominational school with a Christian ethos seeking to open in 2012 with an initial capacity of 510 in the first year, rising to 600 pupils over time. This gradual increase in capacity is because some of the year groups in the upper years of the school are likely to be below capacity in the early years given the numbers in the 2 closing schools, from which the Free School will principally attract pupils.
    [Show full text]