Profile

About the staff

Lucy Cooper was appointed Head of Maths in September 1999 and during this time has also been responsible for Numeracy. Heather Burgess became 2nd in department in 2000, gaining the further responsibility of KS3 coordinator in 2002.

The department consists of six full time and 3 part-time Mathematics teachers, located in nine specialist teaching rooms. From September 2003 each classroom will be equipped with an Interactive Whiteboard and the department will also have use of 30 student laptop computers. A considerable amount of software for KS3 and KS4 is available and staff are currently developing resources as well. We also have a class set of Graphical calculators.

We work closely with the Special Needs Department and have excellent links with the feeder schools. We have incorporated the Algebra Bridging Units within the beginning of our Y7 Scheme of work and as part of this we teach lessons in our feeder schools during the summer term.

Booster classes are run both as part of the Year 7 intervention strategy and as part of a revision programme for both KS3 & 4 exams.

Strengths of the Department

Quality of teaching

Lesson observations prove that in most lessons teaching within the department is good or better and in all it is satisfactory. Teachers are given targets as a result of observations and these are then monitored. All lessons include learning objectives, keywords and a variety of question and answer. High expectation and pace are always evident.

Leadership

As subject leader I know the department well. I work very much to the strengths of individuals and am aware of their successes. I am also very keen to develop any of our weaknesses. I tackle problems as they occur, readily giving support and guidance, looking for a solution when possible. I spend most of my non-contact time in classrooms; both evaluating teacher’s strengths and supporting any identified weaknesses. I give praise regularly but am prepared to give constructive criticism. We are all keen to act on any advice given in order to enhance our skills. The 2nd in department extends my role and provides invaluable support.

Working as a team

As a department we work very well together, building on each other’s strengths, sharing ideas and the workload. A strong support system is in place and we also operate an internal isolation timetable to ensure any disruption to learning and progress is kept to a minimum.

High Expectation and Commitment

We are very optimistic that we can continue to improve exam results. This year’s SATS results have further encouraged us and our optimism and high expectation are evident to students. We are having particular success with borderline students but are also making good improvements at the top of the ability range with both SATS and GCSE. Members of the department give up their own time to provide Saturday morning revision sessions, holiday classes, lunchtime and after school revision/homework clubs.

Evaluation of existing strategies and new initiatives

At department meetings we constantly evaluate department issues. In response we may decide to start further developments, make changes if necessary or reject and start again.

Independent Learning

As a department we are very keen to develop students independent learning and thinking skills. We feel this is the only way we are going to further improve exam results. Students in the top 2 sets in each year group are given text books and/or revision guides to use at home to encourage far more independent revision.