Impact of the Multiplication Timetables Check on student's Academic Performance (MTC)

Impact of the Multiplication Timetables Check on student’s Academic Performance (MTC)

[Audio] The current system allows year three children to begin their journey to year four with minimal or no knowledge of times tables. This lack of foundation makes it difficult for children to establish a commutative connection between numbers. The national curriculum expects primary school children to have mastered their twelve times tables by the end of year four. However, our preparation for this milestone has been ongoing for some time, and we're not particularly concerned about the upcoming check. Nevertheless, it's essential to recognize that this new national test for year four students serves as a reminder of the significance of establishing a strong foundation in multiplication for future mathematical success..

[Audio] Some students struggled with multiplication tables, particularly those involving the numbers 7 and 8. Certain types of questions, such as commutative properties, posed more challenges than others. Our review of previous performance data showed that some students lacked knowledge of the implementation of the timetable..

[Audio] We implemented a range of interventions and boosters to support students’ academic performance in multiplication timetables. Providing timetables and math equations as part of the intervention for children across the school was one of these measures. We also identified children with minor gaps and provided continuous support to help them address these gaps in a short amount of time. Interactive online platforms, such as Timetable Rockstar, were used to give students the best opportunity to understand the testing criteria. A parental workshop was arranged to help parents comprehend the impact of mathematical skills and how timetables contribute to life skills. Moreover, we held a staff meeting to raise awareness among teachers of the importance of everyday mathematical knowledge and modelled the delivery of MTC in an impactful manner..

[Audio] We faced several challenges during the implementation of the Multiplication Timetables Check. Test anxiety caused many children to struggle when answering questions within the allotted time frame of six seconds, making it hard for them to perform well. Poor attendance also presented a challenge, resulting in some children missing essential practice sessions and being less engaged and collaborative during those sessions. Lacking parental involvement made it difficult to establish a consistent routine for practicing multiplication tables and reinforcing learning through daily activities. We struggled with memorization and retention, using methods such as songs, rhymes, and visual aids to improve retention and make learning more enjoyable. Insufficient staffing also hindered our ability to effectively implement the program..

[Audio] The deployment of staff was crucial in the success of the multiplication timetables check. I ensured they received proper training to deliver the MTC effectively. Lunchtime boosters were organized to bridge the learning gaps, utilizing visual aids like cards and worksheets to equip pupils with the necessary skills. A school-wide timetable check was conducted, identifying areas where children needed additional support. A coffee morning was hosted to ensure parental involvement, providing guidance on the techniques used and offering practical sessions to help parents support their children. Children with special educational needs received equal opportunities to participate, with trained staff catering to their unique requirements. A math booster program was launched, focusing on applying learned concepts in different contexts beyond just mastering timetables..

[Audio] The key aspect of my approach was to establish a collaborative environment where staff felt valued and empowered to contribute to the improvement of maths results. I created opportunities for teachers to work together, share their experiences, and learn from each other. Regular reviews and monitoring helped identify areas for improvement, and adjustments were made accordingly. I also used a coaching style to connect the academy's development plan goals to individual staff goals, motivating and strengthening relationships among team members..

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