Case Study
Farington Primary School, Leyland, Lancashire
School’s position prior to working with First4Maths Academy
The school felt that their mathematics curriculum wasn’t as progressive, adaptable or as inclusive of all learners as they wanted it to be. Also the teaching staff didn’t always feel fully confident in planning and adapting the curriculum, and children’s experiences in applying and embedding their learning were limited.
School’s position now
Jayne Tate, Mathematics Subject Leader says,
“Since working with First4Maths Academy, we have developed a progressive curriculum that allows all children to secure and apply their learning.
Through frequent practise of skills and revisiting previously taught concepts, learning has been observed to be firmly embedded and applied through regular reasoning and problem-solving challenges, at an appropriate level. This has had a hugely positive impact on the children’s daily use of mathematics and their formal mathematics scores.
Children with SEND, and those who find maths difficult, have an enhanced grasp of the foundational skills through their use of concrete resources and time to embed their fluency as is modelled during each training video on First4Maths Academy.
Since implementing the planning and training from First4Maths Academy, both teaching staff and teaching assistants have gained high-quality, regular CPD, which is relevant to their year group. This has had a significantly positive impact on planning, teaching, assessment and interventions within mathematics.
During our recent Ofsted inspection, the impact of First4Maths Academy was evident as we moved up two gradings. The resources and support provided within the membership, ensured that I felt confident as subject lead to talk about my subject and the inspectors recognised the high-quality resource of First4Maths Academy.”
Join us today and see what a difference First4Maths Academy could make to your school.