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Recommendation 1: When GCSE mathematics I and II are firmly established, the Government should review whether attainment of a minimum of grade C GCSE in both subjects should become a requirement for entry into ITT. For students who have taken or will take GCSEs before then, a grade C in single award mathematics should remain the requirement.
Recommendation 2: Local authorities should upskill their field force of mathematics consultants. The National Strategies, in partnership with the National Centre for Excellence in the Teaching of Mathematics, should develop refresher CPD for all local authority mathematics consultants.
Recommendation 3: There should be at least one Mathematics Specialist in each primary school, in post within 10 years, with deep mathematical subject and pedagogical knowledge, making appropriate arrangements for small and rural schools. Implementation should commence in 2009 and be targeted initially to maximise impact on standards and to narrow attainment gaps.
Recommendation 4: That the DCSF commissions a set of materials on mathematical mark making and childrens mathematical development which can be used to support early years practitioners CPD.
Recommendation 5: That the forthcoming review of the EYFS in 2010 considers the inclusion of time and capacity within the early learning goals.
Recommendation 6: That the DCSF continues to increase the proportion of graduate practitioners in early years settings, recognising the respective contributions of the Qualified Teacher (QTS) and the Graduate Early Years Practitioner (graduate EYP). The review supports the goals which are currently in place.
Recommendation 7: Before any intervention programme is implemented, it is important that the child is committed to it and that the parents or carers are involved and understand the nature of the programme. These issues, and the question of the integration of intervention teaching and classroom teaching, should be considered in the development phase of Every Child Counts
Recommendation 8: Intervention
The programme for intensive wave 3 intervention in Every Child Counts should be based on the following characteristics:
It should be led by a qualified teacher and should generally involve one child
However, the development phase of Every Child Counts should give adequate attention to assessing the benefits of small group working, particularly in pairs
In assessing the child for intervention, the teacher with direct contact with the child must take the lead in shaping the decision to intervene; the use of video techniques in this and in training should be investigated further
Appropriate diagnostic tools should be developed to assist in assessment and in measuring progress on exit from intervention
Intervention in mathematics should be complete by the end of Key Stage 1; where a child needs intervention in both literacy and numeracy, both must be given equal priority over the course of Key Stage 1
A wide range of multisensory resources should be available to enable the child and the intervention specialist to select those appropriate to the specific circumstances
CPD programmes should be developed for both the intervention specialist and the LA intervention teacher leader
Consideration should be given to combining the roles of intervention specialist and Mathematics Specialist, depending on the size and circumstances of the school
Less intensive wave 3 and wave 2 interventions could be led by appropriately trained Teaching Assistants; consideration should be given to the training required and the use of interventions, with a robust evidence base of impact on learning and progress
A longitudinal study should be commissioned to assess the long term benefits of intervention both at Key Stage 2 and, eventually, at GCSE level
Recommendation 9: The Primary National Curriculum in Mathematics should continue as currently prescribed, subject to any changes which may result from Sir Jim Roses forthcoming review of the Primary Curriculum; the latter should examine the concept of use and application more generally across subjects to assess whether mathematical or other aspects of the curriculum need amendment.
Recommendation 10: This review recommends a renewed focus by practitioners on oral and mental mathematics. Providers of ITT and CPD should ensure that this practice receives careful attention, both during ITT and in CPD programmes.
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