Mathematics

We say Mastery is...

• The ability to use and apply maths skills independently;
• An increasing curiosity when problem solving;
• Giving children opportunities to develop their knowledge and understanding;
• Offering support to achieve this.

We develop...

• Children who are fluent in number (using number bonds, times tables and place value effectively);
• Children who can reason (following a line of enquiry, developing an argument and justifying their point with appropriate vocabulary) and keep trying until they find a satisfactory conclusion;
• Independence and collaboration, working together and facilitating dialogue;
• Skills, interests and experience;
• A worthwhile and stimulating curriculum.

The Implementation

Our staff address the National Curriculum coverage using White Rose Planning for each year group, with additional material from NCETM and NRich to further develop thinking. This has been adopted by us to give structured support to non-specialists.

 White Rose offers:

• Clear progression through units;
• Planning which highlights vocabulary, stem sentences, possible misconceptions and examples of problem solving;
• CPA approach with demonstrations of pictorial methods to embed understanding;
• Bar modelling and Barvember – problem solving strategies to support thinking;
• Premium resources (Flashback 4 – recaps learning from previous lessons and topics so continually embedding knowledge and understanding);
• A TA Hub with material to support pre-teaching or intervention.

NCETM provides a mastering number approach which focuses on skills such as: subitising, recognising and using number bonds and recalling multiplication facts.

NRich develops reasoning skills and mathematical thinking through problem solving tasks.

Knowledge Organisers

Knowledge organisers for each unit clearly outline to both children and parents the content which will be covered and the vocabulary to support this. They also provide previous learning objectives to show the progression of the subject. Please speak to your class teacher to find out more.

New learning is logically sequenced, and children are actively encouraged to make links to prior learning of knowledge, concepts and procedures. Positive links are also made to the wider curriculum where children can apply their mathematics in context.

New learning is logically sequenced, and children are actively encouraged to make links to prior learning of knowledge, concepts and procedures. Positive links are also made to the wider curriculum where children can apply their mathematics in context.

Maths Help Desks – offer a range of manipulatives/materials to support in problem solving. Children can access these resources independently or be directed to a specific resource. Maths Help Desks may include materials such as: multilink cubes, Place Value charts, Dienes place value materials, Numicon, Counters, Bead Strings and Dice.

Adaptation/Flexibility – Tasks and material are adapted and supported to ensure access for all. Scaffolding is supplied when needed.

Regular professional development supports teacher confidence with areas such as:

• Bar modelling
• CPA – concrete, pictorial and abstract
• Geometry and progression through the topic
• Problem solving

 Interventions/Support

• PiXL therapies;
• First Class @ Number;
• EPS Maths intervention
• Times Tables Rock Stars – supports the learning of multiplication facts in a fun, challenging environment.

The ‘My Maths’ home learning platform may be used for children to access individual/whole class activities or tasks, as homework, to support learning within the classroom.

Assessment of learning takes place both during and following lessons to plan effectively for next steps. Timely formal assessment is also carried out throughout the year, including question level analysis to identify progress and the need for any revisiting for individuals, groups or a whole class.

The impact of the mathematics curriculum looks at both the attainment and progress of each child with the aim they will achieve the ‘Expected’ or ‘Higher’ national standard and will make positive progress points from previous assessments.