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.
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
The purpose of mathematics in our school is to develop:
- Positive attitudes towards the subject and awareness of the relevance of mathematics in the real world
- Competence and confidence in using and applying mathematical knowledge, concepts and skills
- An ability to solve problems, to reason, to think logically and to work systematically and accurately
- Initiative and motivation to work both independently and in cooperation with others
- Confident communication of maths where pupils ask and answer questions, openly share work and learn from mistakes
- An ability to use and apply mathematics across the curriculum and in real life
- An understanding of mathematics through a process of enquiry and investigation
We aim to provide a stimulating and exciting learning environment that takes account of different learning styles and uses appropriate resources to maximise teaching & learning.
Breadth of study Careful planning and preparation ensures that throughout the school children engage in:
- practical activities and games using a variety of resources
- problem solving to challenge thinking
- individual, paired, group and whole class learning and discussions
- purposeful practise where time is given to apply their learning
- open and closed tasks
- a range of methods of calculating e.g. mental, pencil & paper and using a calculator
- working with computers as a mathematical tool
Through our creative approach to teaching and learning we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas.
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/flipchart planning. Lessons are planned using a common planning format and are monitored at intervals by the mathematics subject leader.
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.
In all lessons, learning objectives 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;
- 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’
Big Maths Starter
Each lesson should start with a 20 min Big Maths starter in Y1-Y5.
CLIC – Big Maths – Non Negotiables
- 5x Big Maths CLIC session per week (4x teaching session and 1x assessment session)
- Daily 20 minutes Big Maths session focused on the 4 areas of CLIC maths
– 5 min- Counting
– 5- min- Learn its
– 5 min-It’s Nothing New
– 5 min- Calculation
- CLIC objectives linked to the progress drives stated in Big Maths Medium Term planning (Green areas= new learning, white areas= recapping previous learning)
- All children to participate in all parts of the session (children sitting at tables with a range of maths equipment for them to access)
Big Maths Beat that
- Carried out on a Friday.
- All children to complete Learn It’s (within given time frame) and CLIC assessment sheet.
- Assessment sheets to be filed in individual folders (Booklets can be made at the start of the term to help organise and manage assessment sheets).
- Children’s scores to be recorded on a Friday alongside the Level of the assessment sheets to show progress throughout the terms/year.
- Overview of Big Maths CLIC planning needs to be evident on planning overview
Daily arithmetic sessions take place of CLIC big-maths in year 6. This supports the learning journey of towards SATS expectations of arithmetic
- 5x arithmetic sessions per week (4x teaching session and 1x assessment session)
- Daily 15 minute sessions
- Objectives to be linked to the progression of the curriculum
- All children to participate in all parts of the session (children sitting at tables with a range of maths equipment for them to access/ use of TA support)
- Assessment to be carried out on a Friday and used to support next steps in teaching and interventions required.
- Half termly formal assessment to be recorded in line with school assessment policy
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 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 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 picking up on 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.
Termly assessments are carried out across the school using the assessment materials for each year group provided by the White Rose Maths Hub in line with the schemes of learning and the WPT assessment documents. These materials used alongside judgements made from class work support teachers in making a steps assessment for each child which in line with the assessment policy they enter onto a Tracker. 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.
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