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|Description||This course trains a teacher and a teaching assistant to deliver the highly effective [email protected] intervention to small groups of pupils in Years 3 to 8 who need support to become fluent at arithmetic.|
|Duration||2.5 days over two months|
|Categories||Primary, Secondary, Teaching and Learning, Mathematics / Numeracy, KS1, KS2, KS3, Support Staff, Teaching staff, Learning Support, Pupil Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Inclusion, SEND, Out of school, In school, Feedback, Meta-cognition and Self-regulation, Small Group Tuition, Teaching Assistants, Use of Pupil Premium, Identifies activities where TAs can support learning, rather than managing tasks, Provides support and training for teachers and TAs on how to work collaboratively , Ensures that teachers do not reduce their support or input to the pupils supported by TAs , Evaluates the impact of different strategies for deploying TAs, Provides approaches to assess pupils’ needs accurately and provide work at a challenging level with effective feedback and support, Provides approaches for specific, accurate and clear feedback , Provides approaches for comparing what a learner is doing right now and wrong before , Provides approaches for a balance between support and challenge, Supports effective professional development for teachers, Provides teaching approaches which encourage learners to plan, monitor and evaluate their learning with careful implementation, Provides approaches to teach pupils explicit strategies to plan, to monitor and to evaluate their learning with and without support, Provides teaching approaches which encourage pupil engagement in planning and best approaches to tasks, Evaluation of process , Help schools find best way to spend Pupil Premium|
|Learning outcomes for participants/users and, where relevant, pupils or students||
A specially trained [email protected] teacher and teaching assistant
This course trains a Lead Teacher and a teaching assistant to deliver the [email protected] intervention.
[email protected] is an innovative, highly effective intervention for pupils in Key Stages 2 and 3 who need support to become fluent at arithmetic.
It is an Every Child Counts programme, developed by Edge Hill University. Expert training enables a teacher to plan a programme and a teaching assistant to deliver it to a small group of pupils. The training also strengthens their teaching and support of mathematics across the school.
There are two versions:
[email protected]: Number Sense is for pupils in Years 3 to 5 who have already had some success with mathematics but need support to understand the number system and develop fluency with number facts
[email protected]: Calculation is for pupils in Years 5 to 8 who have a secure knowledge of the number system, place value and some number facts but who have difficulty with formal written calculation methods.
How does it work?
[email protected] trains a Lead Teacher and a teaching assistant. The Lead Teacher conducts a diagnostic assessment and selects a series of [email protected] steps to form a tailored programme that the teaching assistant delivers to an intervention group of up to 3 pupils. The sessions use number rods, bar modelling and written methods to build a complete mathematical picture, developing pupils’ arithmetical fluency; they can be adapted to meet individual needs.
“I am very impressed with [email protected] The children have made accelerated progress, grown in confidence and enjoyed their lessons.”
|Evidence underpinning this approach||
[email protected] is based on research into effective mathematics intervention.
13,000 pupils in Years 3 to 11 in 2,000 schools have received [email protected] support.
“The use of base-10 alongside the standard written method for subtraction is nothing short of inspirational! In over 20 years of teaching I’ve never seen such rapid progress.”
In an independent survey of the Head Teachers of Every Child Counts schools:
Ofsted (Mathematics Made to Measure, 2012) said:
|How users/participants can evaluate success||
The immediate impact is seen in the progress of pupils who take part in [email protected] Lead Teachers are trained to use a standardised test to assess pupils mathematics achievement on entry to and exit from the intervention and to use a simple tool to assess attitude changes. They use an online data system to record information about pupils' participation and progress. Each school receives a termly report with detailed analyses of pupils' progress and national comparisons against which they can benchmark their school’s outcomes.
Schools can expect to see big changes in Lead Teachers' ability to manage interventions and in their knowledge of how to assess and provide for pupils who have difficulties with mathematics.
Schools can expect to see big changes in teaching assistants' subject knowledge, confidence and ability to support pupils' mathematics in all aspects of their work beyond the intervention.
“The professional development, ethos and values imparted by Every Child Counts have had such a big impact on the teaching assistant that we have changed the way we use support staff. Teaching assistants are now organised into subject specialist teams for mathematics and literacy… and they find it rewarding to have such a strong focus to their role. It has also helped me to ensure that appropriate provision is targeted where it is most needed. This supports the school in its aim of raising attainment for all our children.’’
|Follow-up activities and support||
The course promotes professional collaboration between teachers and teaching assistants. They begin to assess and teach pupils immediately after the first day of training and every subsequent training day includes discussion of their experiences and the pupils' learning.
Many head teachers took an interest in the training and reported that it was the best they had ever seen.”
Local group training for new participants is delivered by an ECC Trainer accredited by Edge Hill University. Separate courses for Number Sense and Calculation include:
Schools also receive a one-year support package that includes:
Trained teaching assistants and teachers can receive ongoing support every year, including:
Training and support for all ECC programmes are available from local ECC Providers accredited by Edge Hill University and from the University itself.
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.