Improving enjoyment and achievement of P1 - P3 pupils in numeracy.

By using a systematic and structured approach over a period it allowed for growth mindset to become embedded in their learning. Pupils were having learning reinforced regularly through academic work, contributing to wall displays, highlighting experiences at home or at school or discussion through the whole school.

These pupils have continued to grow and develop mentally using terminology that they understand while at the same time to problem solving. One parent committed that they had noticed a difference at home.  A colleague stated that the learning environment felt a more positive place for children to work in while witnessing pupils taking charge of their own learning, showing deeper understanding.

At times, impact was lessened, with statements such as ‘I can’t’ or ‘it’s too hard’ being heard. Teacher input was still required to say to ‘keep trying and have a go’ with little or no initiative to remedy the solution. This was exacerbated by placement of a student teacher who ended up doing tasks for the pupils or diluting them down.

The project was hard to implement at times with learning needing to develop along with stamina. Sometimes, pupils were almost going through the motions and showing a false growth mindset. Learning was difficult to reinforce on a part time teacher basis when pupils may have forgotten or not revisited the topic by the Monday (the danger of wall displays becoming part of the decoration and not taking ownership).

The project has exceeded expectations, however if to commence again, it would be more beneficial to have a larger number or participants to increase comparison of data. Colleagues involved would also benefit from further insight into the growth mindset approach and could be a focus for professional development. Achievements and examples of growth mindset throughout their learning (pupils and colleagues) could then be more celebrated within the school environment.

The project was implemented at the start of March 2021, three weeks after lockdown. Three months later the project ended in June, with completion of the questionnaire. During this time a student teacher also was in class.

Health and wellbeing was a huge focus when returning to school. At first, the pupils were almost slightly suspicious while questioning why they were being targeted as a group. Due to the age of the target group, careful instruction was needed for them to becoming confident in their learning environment. This took time to understand the language and meaning.  

Lessons for the focus group were planned around routines and schedules of the whole class to ensure minimum disruption to the whole class, with the teacher implementing the project only working Monday to Wednesday. Group focus was for 30 mins twice a week with revisiting several times over those days.

This was a short time to fully embed the learning and understanding. Some level of success was achieved but at times it felt too rushed and not consistent. For a better understanding of the impact, it would be ideal to repeat the project over a longer time and for the whole class. 

A few changes needed to be made for the project to work.

The timetable needed to be arranged to work along with the student teacher programme. Lessons to be used as a guidance were set out in the book Growth Mindset Lessons by Katherine Munster and Shirley Clarke.

Some of the suggestions felt superficial and needed to be investigated more in depth. For example, to illustrate your brain growing there was a diagram of a tree growing out of a brain. This would have been confusing for this younger group. Instead, the image of a seedling growing (which they constructed) was more visually stimulating. This also worked with the other aspects of the curriculum where the pupils were growing plants and what investigating what is needed for plants to grow. As numeracy was to be a main focus, some of the White Rose tasks had to be differentiated in order for all pupils to participate.

Evaluation of the project has shown success in a number of areas. By developing a growth mindset, it was hoped to achieve more adaptive behaviour, resilience in response to failure and in turn leading to greater achievement in the classroom.

Conversations throughout the classroom are balanced and pupils self-regulate themselves (sometimes still with guiding by staff). Growth mindset flowers are passed throughout the classroom which are treasured by their peers, although initially some had little relevance to that person. These are now chosen wisely.

The approach to numeracy is open with pupils having more confidence in their ability to take on independent learning with very little negative feelings.  Pupils now access manipulatives or thinking boards independently and will set themselves challenges in numeracy. The two P1s regularly set number challenges to each other during development time, reinforcing what they have learnt or even pushing to bigger numbers. The P4 pupil is now working with the P5 to 7 which would have been daunting earlier in the year and showing great resilience. It is still difficult for this pupil, as there are no other P4s to make a comparison. Sometimes there seems to be a bit too much pressure and the pupil shuts down with head on the desk. This is difficult where the pupil is too old for the lower group but too young at times for the upper group. Group dynamics have a large part to play in a one class school.

The pupil questionnaire has helped a lot to gauge the pupils understanding of what a growth mindset is and their own approach to learning. With lessons investigating on how we learn and what our brain does has stopped the notion that people are born intelligent. There is little or no comments made by Pupil 1 ‘That my mum says I am so clever.’

Through observations, it is evident that this has had a huge impact on health and wellbeing with stronger bonds being formed, demonstrating kindness to one another. Support is provided verbally through other areas of the curriculum as well as displaying random acts of kindness.

However, it would have been more beneficial to compare with a control group. It is not clear weather this is just a natural progression through their learning experience with consistent teaching and direction. Would the pupils have still reached this same point without the intervention? They are now very aware of the language they use for themselves and directed towards their peers. One huge noticeable difference is the ability to keep on trying things and identifying with perseverance. This was very evident in our run of 1.5km achieved recently.

As a brain warm up exercise, Mad maths minutes are used in different areas of numeracy and differentiated for each level.

Pupil 1 (P1) was given a sheet with number bonds up to 20, while Pupil 2 (P1) was given them up to 30. Pupil 1 commented that it was too easy. This pupil was then given the other worksheet. At first the reaction was ‘I cannot do this. It is too hard’ but with encouragement of completing the sums that can be done as using a number line, counters or any other manipulative, the pupil finished the sheet. The pupil was extremely happy with the end result as this was a huge milestone at accepting a challenge with the possibility of making a mistake. On the other hand, Pupil 2 has almost stopped taking challenges as Pupil 1 is moving ahead which has changed the focus.

After three months, a substantial amount of evidence had been gathered through analysis and measurable evidence, alongside professional judgement from teachers. Tracking of skills achieved have shown that the pupils have progressed in numeracy as well as through other aspects of the curriculum by comparison with the benchmarks.

Both P1s and the P4 achieved higher levels in their SNSAs. The P4 pupil is now secure at Level 1 in Numeracy. This pupil is now advancing well within the P5-7 numeracy group.

The group questionnaire has highlighted the areas that have benefited from this project. Comparing the results of the two questionnaires, the data indicates that the pupils’ approach to learning has greatly improved. Question 1 ‘I like to try things that are hard’ in the first quiz gave a low score with pupils 2 and 3 not willing to try anything to challenge their learning. In the follow up quiz, they gained considerably to show a growth mindset. This has been proven in the classroom, that the pupils are willing to take on challenges and not always pick the easy option. Although Pupil 1 was high initially, she has still gained and developed her learning (the question if she really understood the quiz in the first place is to be considered).

This change in mindset is further evidenced in the question 3 ‘When I make a mistake, I get worried’ and question 6 ‘I don’t mind making mistakes. They help me learn’. This is a significant development to show that is acceptable and good for learning to make mistakes.  The removal of maths anxiety is also evident that you cannot always get it right. That is how learning can be fully embedded. The effects of lockdown where home learning doesn’t allow for mistakes (where mistakes are a hard thing for parents to accept) seems to be overcome with the developing mindset of the pupils.

However, all pupils still like to be told that they are clever as highlighted in question 4. Even though this is a fixed mindset response, the fact that most people like to be told that they are good at something and doing well. This question would have been more beneficial it was reworded and not used the word clever. Pupils fully grasp that they brain can develop and change as set out in question 8. A growth mindset was shown in both the quizzes on this question.

There has been a very positive feedback from colleagues throughout the school. The head teacher has noticed the pupils becoming more independent in their learning, with no more tears of frustration when they feel they cannot do something, or it is too hard. It was commented that pupils are now more willing to participate in lessons, while accessing materials and resources to improve their learning.

Parents also commented that there was more positive thinking at home.

Colleagues felt that it needed to be further carried on during the week when the class teacher was not there. More communication was needed between the student teacher, the head teacher and class teacher of what lesson and approach was being used that week. This would have allowed for continuity.

It was agreed that it would be more beneficial for further insight into this approach with all staff involved, especially to develop the language further. This could be addressed in professional development and using team meetings to develop the approach further. Collaboration could then be set up with other schools with similar practice.

Growth mindset has been included in the school’s improvement plan for next year.

It was felt it is hugely beneficial to the whole school for pupils, staff and the wider community. A whole class approach is to be used as a daily focus, with teachers working together on plans for implementing. It is hoped parents, will be able to be come more involved and be able to take part in talks and discussions about growth mindset. Looking back on the P7s that have just left, growth mindset has helped these pupils to overcome many difficulties in their learning journey in primary school during these challenging times.