1. O UR L EADERSHIP P ROJECT

2. T HE STORY OF THE PROJECT
 Low student engagement revealed in
our 2010 Attitudes to School data, was
a problem to be addressed as part of
the review process
 After consultation with Principal and
Numeracy Team, we decided to
investigate children’s attitudes to
maths and the possible influence on
student engagement

3. T HE STEPS OF THE PROJECT
 Researched existing data and analysis
of students attitudes to maths
 ‘The subject of mathematics in
particular promotes expressions of
anxiety that takes such forms as
tension and dislike. The consequences
of anxiety include avoidance and
inability to achieve success.’ (Hattie:
Visible Learning)

4. T HE STEPS OF THE PROJECT
 Consulted with Numeracy team and
developed draft survey
 Presented to PLT’s for feedback
 Finalised survey, presented to staff and
downloaded link for students to
complete (Parent survey also)

5. S TUDENT R ESPONSES
 How do you learn Maths the best?
Whole class
Small
groups
Individual

6. S TUDENT RESPONSES
 Do you think you’re good at Maths?
Very
good
OK
Not very
good

7. S TUDENT RESPONSES
 ‘ The best thing about maths is working with
different materials and measuring things’
 ‘I learn best working in small groups’
 ‘ I can learn many different things in different ways’
 ‘The worst thing about maths is division’
 ‘Completing work sheets’
 ‘Listening to the teacher go on and on and on!’

8. L EARNING ABOUT LEADERSHIP
 ‘ It takes instructional leadership and
the creation of a safe and trusting
environment to engage teachers in
sharing evidence about the effects of
teaching and an openness to new
experiences ‘
 ‘The message about what works best
for students also works best for
teachers’ (Hattie)

9. L EARNING ABOUT LEADERSHIP
 ‘It is important to engage staff in
professional discussions about
effective learning and teaching.’
‘Feedback plays an important role in
supporting learning and teaching’(Dev.
Framework)
 ‘Feedback to teachers helps make
learning visible’ (Hattie)