Mathematics

Mathematics

The aims of the 2014 National Curriculum are for our pupils to:

  • Become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time.
  • Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations.
  • Develop an argument, justification and proof by using mathematical language.
  • Problem solve by applying knowledge to a variety of routine and non-routine problems.
    Breaking down problems into simpler steps and persevering in answering.

The National Curriculum sets out year-by-year programmes of study for key stages 1 and 2. This ensures continuity and progression in the teaching of mathematics.

EYFS

The EYFS Statutory Framework 2014 sets standards for the learning, development and care of children from birth to five years old and supports an integrated approach to early learning. This is supported by the ‘Development matters’ non statutory guidance.

The EYFS Framework in relation to mathematics aims for our pupils to:

  • Develop and improve their skills in counting
  • Understand and use numbers
  • Calculate simple addition and subtraction problems
  • Describe shapes, spaces, and measures

Planning

Medium term planning

 Years 1-6 use the White Rose Maths Hub schemes of learning as their medium term planning documents. These schemes provide teachers with exemplification for maths objectives and are broken down into fluency, reasoning and problem solving, key aims of the National Curriculum. They support a mastery approach to teaching and learning and have number at their heart. They ensure teachers stay in the required key stage and support the ideal of depth before breadth. They support pupils working together as a whole group and provide plenty of time to build reasoning and problem-solving elements into the curriculum.

Short term planning

The above schemes of learning support daily lesson planning. Lessons are planned based around the White Rose resources for each year group and are adapted to meet the needs of whole classes and individual children. Planning is monitored at regular intervals by the mathematics subject leader.

Each unit of learning will be delivered in the following order:

  • Prior learning assessment

Children complete a prior learning assessment based on learning from previous year groups. This ensures that misconceptions are identified and addressed before new learning begins.

  • New Learning

Children are taught a variety of methods for recording their work and are encouraged and helped to use the most appropriate and convenient. Children are encouraged to use mental strategies and their own jottings before resorting to more formal written methods. Children’s own jottings to support their work are encouraged throughout all year groups.

  • White Rose End of Block Assessment

Children complete the White Rose End of Block Assessment at the end of each unit of work. Misconceptions are addressed as whole class, small group or individual interventions as required.

EYFS planning is based on the medium-term plans and delivered as appropriate to individual children with thought to where the children are now and what steps they need to take next. All classes have a daily mathematics lesson where possible.

In key stage one lesson are 45-60 minutes and in key stage two at least 60 minutes.

Teachers of the EYFS ensure the children learn through a mixture of adult led activities and child-initiated activities both inside and outside of the classroom.

Special educational needs & disabilities (SEND)

Daily mathematics lessons are inclusive to pupils with special educational needs and disabilities. Where required, children’s IEP’s incorporate suitable objectives from the National Curriculum for Mathematics, PIVATS or development Matters and teachers keep these in mind when planning work. These targets may be worked upon within the lesson as well as on a 1:1 basis outside the mathematics lesson. Maths focused intervention in school helps children with gaps in their learning and mathematical understanding. These are delivered by trained support staff and overseen by the SENCO and/or the class teacher. Within the daily mathematics lesson teachers have a responsibility to not only provide differentiated activities to support children with SEND but also activities that provide sufficient challenge for children who are high  achievers. It is the teachers’ responsibility to ensure that all children are challenged at a level appropriate to their ability.

Lessons

In all lessons, the WALT and success criteria are clearly displayed and discussed. The emphasis in lessons is to make teaching interactive and lively, to engage all children encouraging them to talk about mathematics.

Lessons involve elements of:

  • Instruction – giving information and structuring it well;
  • Demonstrating – showing, describing and modelling mathematics using appropriate resources and visual displays;
  • Explaining and illustrating – giving accurate and well- paced explanations;
  • Questioning and discussing;
  • Consolidating;
  • Reflecting and evaluating responses – identifying mistakes and using them as positive teaching points;
  • Summarising – reviewing mathematics that has been taught enabling children to focus on next steps Pupils’

Arithmetic Session

Daily arithmetic sessions take place in all classes from Y1 to Y6. In Key Stage One, this involves securing fundamental number facts including counting and number bonds. In Key Stage Two, the main focus of this session is to teach fluent and rapid recall of timetable facts.

An extended arithmetic session is also taught weekly where children have the opportunity to practise more formal methods of calculation including written methods of addition, subtraction, multiplication and division.

Records of work

Children are taught a variety of methods for recording their work and are encouraged and helped to use the most appropriate and convenient. Children are encouraged to use mental strategies and their own jottings before resorting to more formal written methods. Children’s own jottings to support their work are encouraged throughout all year groups.

Marking

Marking of children’s work is essential to ensure they make further progress. Work is marked within the lesson and against success criteria, in line with the school marking policy, and includes next steps. Children are encouraged to self-assess their work and given time to read teachers’ comments and make corrections or improvements.

Assessment

Assessment is an integral part of teaching and learning and is a continuous process. Teachers make assessments of children daily through;

  • Regular marking of work
  • Analysing errors and addressing misconceptions
  • Asking questions and listening to answers
  • Facilitating and listening to discussions
  • Making observations

These ongoing assessments inform future planning and teaching. Lessons are adapted readily and short term planning evaluated in light of these assessments.

Medium Term Assessments

Termly assessments are carried out across the school using puma assessments. Assessment data is logged and tracked across the year group to enable teachers and senior leaders to monitor progress of classes and individual children.  Pupil Progress meetings are timetabled each term for all classes. Progress of pupils is discussed and appropriate intervention considered and put in place where appropriate.

Formal Assessment

EYFS pupils are assessed against the EYFS Profile- Number and Shape, Space and Measure.

Y2 and Y6 complete the national tests (SATs) in May.

Role of the Maths Subject Leader

  • To lead in the development of maths throughout the school.
  • To monitor the planning, teaching and learning of mathematics throughout the school.
  • To help raise standards in maths.
  • To provide teachers with support in the teaching of mathematics.
  • To provide staff with CPD opportunities in relation to maths within the confines of the budget and the
  • School Improvement Plan
  • To monitor and maintain high quality resources.
  • To keep up to date with new developments in the area of mathematics