Numeracy Survey Results

Q1. Do you feel your child is improving in numeracy & mathematics?



I think he has a good to average understanding but     struggles with any rote work. My daughter on the other hand struggles with     understanding but can learn rote easily.




Yes, she’s enjoyed     fractions and money this year.




Yes, he loves maths and goes from strength to     strength throughout the year.




We believe our son is very switched on when it     comes to numeracy and maths. It is his favourite subject at home time and     will do his maths home work at     afterschool club as he is eager to do this subject first as home work.



    Yes, I feel my children have improved in maths   




Not sure – easier to     notice e.g. reading as it is more a recreational activity – think they both     have good understanding in numeracy.




Yes, but the frequency of maths lessons this year     has increased.




Yes, I would encourage to apply general principles     to unlimited/bigger numbers to get an idea that bigger numbers are more     difficult. A true understanding of times tables would help     addition/division.



What have we done in response?

We continue to ensure that the teaching of mathematics is high profile throughout the school and monitor progress regularly.




Q2. Are there particular aspects of numeracy and mathematics that you feel should be a focus for our school?



Times tables, arithmetic,     money and fractions




Maths in real world situations as well as all the     basic mathematics x timetables


As well as constant mental arithmetic practise.




No, but I think context is very important so they     know why they are learning.




Time tables, number bonds, a solid grasp of the     basics early on will help with more advanced maths.




Focus on arithmetic great for mental agility but     would also like them to be confident about real life application. Mostly I     would like maths to inspire them in finding out about the world. My     generation (including me) always professes to be rubbish at and dislike     maths - I want them to love it and find it fun.




There seems to be a lack of focus on number bonds     at early level, securing bonds to 20 to allow for further skills to be     developed on a strong understanding of how numbers relate to each other and     support mental maths.




Number bonds – applying times tables sums in     different contexts..? Sometimes my child panics when she sees a problem she     thinks she can’t do and we remind/help her see it’s counting up in 5s/2s.     Time, if that falls under numeracy?



What have we done in response?

Every class now has times tables practice daily alongside 15 minutes of mental maths practice. Children discuss strategies and how processes and concepts can be applied to real life. Number bonds are being revisited as is addition and subtraction to ensure it is embedded.




Q3. Are you aware of your children’s strengths and areas of development?



Yes as they have been assessed independently and     we work with them at home to support school learning.




Not officially – very little feedback about     specifics. They seem to be “working to their potential” – Whatever that     means.




I know my child’s strategies are good – unsure of     areas for development, other than generally building confidence…..?




As a parent I am aware that my child struggles     with maths in general.




Aware of current maths focus in class, not aware     of child’s particular strengths.




I’m not so confident about where they should be -     but enjoy discussing e.g. very small numbers.



What have we done in response?

There will be an annual school math week in which parents will be invited into the school to share with the classes how they use math in their everyday life. There will also be math workshops for parents to engage in so they can help children at home.




Q4. Do you find the curriculum overview helpful in informing you of what your child will be learning each term?



The curricular overview is just that, an overview     of topics covered. It would be useful to understand what level of     expectation for each topic there are.




Yes, but needs publishing first week of each term




Yes, I sometimes forget to refer back to it/remind     myself later in the term that it is there.




Gives an idea but far to ‘bogged – down’ in jargon     and codes




Yes, as I am a teacher and I am very aware of the     CFE but for other members of the family it is very helpful to have.




Yes, it would be good to have a link to maths     activities, games on line which support this.


What have we done in response?

We have tried to minimise the ‘jargon’ within the overviews and will endeavor to have the overviews handed out by the beginning of the second week of every term. We will also offer guidance on good math websites and include these in the curricular overview.  




Q5. Would you be interested in attending any parental activities/workshops?



Yes, I would find it useful to see an overview of     maths early level, 1st and 2nd to understand the     maths policy of the school including a weekly timetable for maths which I     believe should be done daily. Number bonds workshop, active maths     activities and multiplication, division, subtraction and addition.




Yes. How teachers are teaching units/tens/hundreds     and fractions and times tables. Evidence of learning methods in home work.




Yes – Understanding what prompts/support to give     for different problems/sums. I feel worried I might confuse her if I’m     explaining how to do something which isn’t how her teacher has explained it     – e.g. chimney sums, times tables




Yes, I would definitely be interested in attending     any workshops. This would then allow me to have a better understanding of     the way/method they are taught, as it is different to when I was at school.




Yes, it would be instructive to know exactly what     they are doing and what their own goals and achievements are by topic i.e.     Reading, writing, comprehension and arithmetic.




I am happy with my abilities in maths and if I am     unsure I will approach the teachers directly.


What have we done in response?

We have arranged two math workshops for parents to attend focusing on the resources we use in class and the methods used to teach specific areas of math.  

Parent Pay

The school is now using Parent pay to collect payments for school dinners and breakfast club. Please use the link below to either set up an account or use to gain access to Parent Pay in order to make a payment. Please let us know how you get on using the system and if there is anything we could do to improve this.



Threadworms are another common ailment that can spread like wildfire around a school. Good hand hygiene after using the  toilet and before eating can help prevent its spread and should always be encouraged. Treatment is very simple, a tablet is available from the pharmacist for free with the NHS Minor Ailments scheme.  Please follow the link below for more information.


Threadworms - NHS Choices

Head Lice

Once a Week Take a Peek!


As you will probably be aware head lice can be a recurrent problem at primary school.  By checking your child/children's hair regularly (ie once a week) we can remain vigilant to outbreaks and nip them in the bud.  You can follow the link to the NHS Choices website to find information on detection and treatment of head lice.  Should you require a treatment product this can be obtained from Aberfoyle Pharmacy as a free prescription under the NHS Minor Ailments scheme.


Head lice - NHS Choices