What does Mathematics look like in our school?
What does it mean to be a Mathematician?
Mathematics is the Queen of all subjects and therefore we strive to embed the love of maths and calculations in all children and inspire them to build their resilience and curiosity within our school. Our curriculum is inclusive of all children and their individual needs and therefore we celebrate every little step of success and progress each child makes. Increased breadth and depth of knowledge overtime refines and nurtures our pupil’s application of skills within a well sequenced curriculum based on a mastery approach. Every child is a Mathematician in our school and we strive to teach all the qualities associated with Mathematics such as: being logical, analysing data, questioning, synthetizing, understanding schema and inferring information.
|Our Curriculum and High Quality Resources|
|EYFS||Children in EYFS learn mathematical concepts through hands-on activities. By the end of EYFS they develop a deeper understanding of numbers 0-10 as well as knowing numbers from 0-20 including numbers bonds as well as being comfortable with naming quantities. Children’s learning is always purposeful and has a meaningful context in order for the children to connect ideas together. Children use natural resources to understand numbers as well as number stories.|
|KS1||We teach our children the correct Mathematical vocabulary in order for the children to be able to access the learning. We use Maths No Problem textbooks and they are shared between partners and each child has a workbook of their own. Children use lots of manipulatives such as base ten blocks and Numicon to support understanding of the Place Value. We also use as well as number lines, beads, number fans, etc. which also aids the understanding of composition of the number. We follow the CPA approach (concrete, pictorial, abstract) and devise further opportunities to practice knowledge in depth before moving on to another concept.|
|KS2||In Y4 children are due to pass Times Tables Check, and therefore we put a lot of emphasis on Times Tables in KS1 and developing this further in KS2. By the end of Y4, children should know their times tables to 12. We use Maths No Problem textbooks as well as workbooks. Some of the high quality resources we use include: base ten blocks as well as Cuisenaire rods for teaching fractions and bar models. By the time children are in Y6 children further develop their reasoning and fluency through carefully designed questions with high quality modelling and use of resources to aid place value understanding. To support the children with multiplication and division skills we use ‘TTRockstars’.|
At St Mary’s we follow a National Curriculum with a mastery approach to teaching mathematics focusing on building on prior knowledge and allowing the children in depth understanding of mathematical concepts. We use ‘Maths No Problem’ schemes of work, which the Department for Education accredited as being the most successful in teaching Mathematics in Primary Schools. Our curriculum is knowledge based in order for the children to develop the skills required for solving fluency and reasoning based activities. Challenges are a big part of our curriculum and we thoughtfully plan for those to allow the children better understanding of mathematical problems and using those skills not just in mathematics but across the curriculum where logic is applied. We carefully design questions, based on Bloom’s Taxonomy, in order for the children to become experts in the subject. Learning of Mathematics in St Mary’s is purposeful and aims to develop children in a holistic approach with transferable skills across all subjects with arithmetic being incredibly important in order for the children to be fluent in all other aspects of Mathematics.
Feedback and Assessment
Children receive precise and constructive verbal as well as written feedback based on the actual work regarding their knowledge and skills and the feedback is directly linked to the learning. Next steps are given to children to further improve or to address misconceptions in order for the children to make better progress during the lesson and over time.
We also share the feedback with the parents on a regular basis, verbally or via email. Written feedback to parents will share teaching focus and next steps. We assess the children formally throughout the year and teacher assessment as well as Assessment for Learning is happening on a daily basis. We analyse formal data on a termly basis and discuss these with the staff during Pupil Progress Meetings. We strive to intervene as soon as a gap is identified to address misconceptions and/ or missed learning in order for the attainment gap to close.
|Assessment and Tracking Progress|
|EYFS||Upon entry to EYFS we conduct baseline assessment in order to identify where the children are with their knowledge. Formal assessment happens termly, however teachers assess children’s knowledge and attainment daily through their professional judgement and Assessment for Learning.|
|KS1||By the end of KS1 children are formally tested with KS1 SATs. We also use the Rising Stars test, PUMA test. Teachers track pupils progress throughout units of work and address misconceptions|
|KS2||By the end of KS2 children are formally assessed with KS2 SATs. We also use PUAMA tests to measure progress and attainment through Y3-Y6. The data is then analysed to identify GAPs in order for the teachers to precisely devise support and further interventions for the children.|
Provision for those children who need additional support
Place Value and arithmetic are the cornerstones of Mathematics and those key concepts are important in order for the children to be successful in Maths. We recognise that some children have a poor working memory and that they will not access the curriculum in the same way as their peers unless they can read fluently, and essential prior knowledge of vocabulary as well as sound knowledge of arithmetics in the long- term memory. Support for these children includes: pre-teaching of vocabulary and methods; use of additional adults; scaffolds; over-learnt vocabulary; 1:1 support, use of manipulatives, high quality modelling visible and accessible for children and first quality teaching.