Mathematics and numeracy self-evaluation framework: Leadership, culture, ethos and strategy

National thematic recommendations

The national thematic inspection of mathematics highlighted a number of recommendations which should be considered. These include:

• ensuring a strategic approach is in place to identify and secure the features of high quality learning, teaching and assessment of mathematics and numeracy

• developing a setting-wide continuous improvement strategy to ensure a consistent and embedded approach is embraced by all practitioners, leading to improving outcomes and success for learners

• providing opportunities for both practitioners and learners to lead areas of improvements

• establishing nurturing, motivational and positive learning experiences

• meeting the diverse needs of children and young people in mathematics by ensuring an appropriate level of support and challenge

• responding swifty to identify and effectively support children and young people who face specific barriers to mathematical success.

The following national quality indicators have also been identified and cross-referenced as links to this section. You may find it helpful to revisit the aspirations of these indicators as part of your discussions. 

National quality indicators

How Good is Our School? 4th Edition (HGIOS)

1.1  - Self-evaluation for school improvement

1.2  - Leadership of learning

1.3  - Leadership of change

2.4 - Personalised support

2.5 - Family learning

3.1 - Ensuring wellbeing, equality and inclusion

3.2 - Raising attainment and achievement 

Quality Improvement Framework for the Early Learning and Childcare Sectors

·       Leadership and management of staff and resources

·       Staff skills, knowledge and deployment

·       Leadership of continuous improvement

When evaluating this sub-theme consider:

• Is there a clear strategic approach towards mathematics and numeracy in which everyone understands their individual role?

• Is there a shared positive vision in relation to mathematics and numeracy across all staff?

• How well is mathematics and numeracy promoted as a subject in which all learners can be successful?

• In what ways do all staff model positive attitudes and high expectations towards mathematics and numeracy?

• What approaches are used to gather learner, parent and wider community voice in relation to the mathematics and numeracy curriculum? How have these views been acted upon?

• Is it clear to learners how their feedback has influenced any changes made to the mathematics and numeracy curriculum?

• What leadership opportunities are available for individuals/groups of learners?

• In what way are practitioners encouraged to lead change in mathematics and numeracy?

Example Surveys (practitioner, wider staff, parent and pupil)

Examples of ‘wider community’: families, cluster settings, local organisations/businesses

Learner participation in educational settings | Education Scotland