Quality assurance

You will want to know that our support has an impact. As part of our contracting process we will agree the expected outcomes and discuss how we can demonstrate evidence of impact both in the short and longer term. View extracts below to see examples of outcomes and success criteria

• Reviewing the progress of more able pupils (click here to view extract of the support proposal)
• Improving mathematics progress and pupil independence (click here to view extract of the support proposal)

Reviews

In addition to evaluating with you the outcomes and success criteria, our senior adviser will also make follow-up contact after the support to seek additional feedback. Read below the sample of email review comments.

Improving mathematical thinking and independent learning

'Just a quick note to let you know the progress made:

• The results this summer were the best ever.
• The improvement has had a significant impact upon staff morale in the maths team and they have maintained the approach and development of teaching and learning as a natural aspect of the team's work.
• The growth in the subject leader's self-belief and confidence has been huge and she is now showing resilience, strength, and a desire to take on the responsibility and use her initiative.

So, many thanks to you for your work with the maths team - I have no doubt they will maintain this progress for the long term, building on the foundations created by you and your colleagues.'

Headteacher, Baysgarth School, North Lincs, December 2012

Improving teaching, learning and intervention in mathematics

The advisers worked on a detailed plan of action that included supporting the teaching and preparation of a targeted Year 11 group on the C/D borderline. This work is now embedded in longer term preparation for all Key Stage 4 students for their examinations and all teachers in the department are being trained in specific techniques of preparing exam students for success. The result of this has been a 10% increase in maths A*-C grades even before the summer examination.

Through very personalised, caring and constructive support of the advisers all teachers in the faculty had an individualised support plan that focused on the improved teaching and learning in their own classrooms. The team also helped with strategies for these teachers to share their new practices and the impact of them. The faculty now has a culture of sharing best practice and of striving to improve classroom practice and student enjoyment and perception of maths.

The advisers worked tirelessly to ensure they met the needs of every member of the faculty and nothing was too much trouble. They put together banks of creative and interesting resources and many alternative ways of engaging students. Our faculty has been left in a far healthier state - the teachers have a clear focus and a shared vision of what good to outstanding maths teaching looks like.'

Deputy headteacher, Westfield Sports College Sheffield, June 2012

Supporting mathematics progression in Key Stage 3

'Since your adviser worked with us the department has continued to develop schemes of work using the frameworks he developed. They have built in strong assessment for learning with opportunities to provide focused intervention at different levels following each assessment. Following his advice, the data captures for Year 7 show that any early regression following transition was addressed swiftly and successfully and as a result the levels of progress have improved within the year group.

Another long term impact has been the inclusion of problem solving and rich tasks into all year groups to stretch and challenge the more able. Recent 'pupil voice' surveys show increased enthusiasm for maths and greater enjoyment through problem solving activities.'

Deputy headteacher, Greenfield Community College, County Durham, June 2012