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Mathematics

Intent

 

At St Leonard's our Christian faith and values form the basis of everything we do. We are 'growing and learning together with God's love'. We are committed to providing an inclusive education for all, enabling each child to learn and develop the skills and knowledge they need to thrive.

 

It is our intention that every pupil, irrelevant of needs, acquires the mathematical skills to carry out efficient mental, use written calculations and solve real life problems. We will deliver a curriculum, which is accessible to all through use of manipulatives, visual representations and a focus on key vocabulary to help children both understand and explain concepts.

 

We ensure children recognise the importance of Maths in the wider world and that they can use their mathematical skills and knowledge in their lives and different contexts. We intend for our pupils to be able to apply their knowledge to science and other subjects.

 

We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically.

 

Implementation

 

Mathematics is an important part of our curriculum and pupils have daily lessons.

Planning:

 

We use Hamilton's short blocks which provide a loose spiral curriculum, allowing children to revisit each topic within a fairly short time span. This ensures that children’s confidence is boosted by regular encounters with a specific skill or concept.

  • Blocks of coherent content – each block is composed of a small number of units covering one or more related skills within that content area.
  • Teaching for understanding – detailed teaching documents not only describe what to teach but suggest how you can teach the material successfully.
  • Slide presentations – ready-to-use starters, step-by-step teaching input, practice sheets and mastery questions are all in one place ready for your IWB. Practical activities are signalled on the slides so that children continue to learn by doing.
  • Group activities – guided or independent; differentiated at three levels for each teaching day – working at ARE, working toward ARE and working at greater depth, so that all of your children are able to access the day's content appropriately.
  • Procedural fluency – practice worksheets are similarly differentiated.
  • Reasoning questions – mastery questions allow you to assess children's understanding of the unit's objectives.
  • Problem solving – investigative activities develop maths meta-skills.
  • Mental/oral starters – quick preliminary activities facilitate the practice of skills required for the day's lesson or those not being revisited for a while when using a blocked curriculum.
  • Extra support – small-group activities for children working well below ARE can be run by a TA or another adult.
  • Common Misconceptions – information to help staff understand and avoid potential pitfalls and provide a quick reminder of vocabulary to use and words to avoid.

Plans are adapted using constant formative assessment and alongside the DFE Ready to progress criteria.

 

Mathematics in EYFS Maths is one of the seven areas of the early years foundation stage and is used to develop a pupil’s confidence and ability with number ant their understanding of shape, space and measures. This is achieved through a diet of:

• adult-led whole class sessions

• adult-led small group activities

• planned and purposeful play through continuous provision

 

Mathematics in KS1

In KS1 there are daily maths lessons which comprise:

• an opportunity to recap on previous learning 

• Whole class counting activities within the daily routine

• Guided practice – giving the children chance to work collaboratively on short activities before looking at strategies as a class.

• Independent / small group activities – children apply what they have learnt during the guided practice.

• Prior to each topic prior knowledge is assessed to inform planning.

 

Mathematics in KS2

 

In KS2 there are daily maths lessons which comprise:

• an opportunity to recap on previous learning at the start of each maths lesson.

• Daily opportunity to practice the rapid recall of multiplication / division facts.

• Guided practice – giving the children chance to work collaboratively on short activities before looking at strategies as a class.

• Independent / small group activities – children apply what they have learnt during the guided practice.

• Prior to each topic teachers assess prior knowledge to inform planning. 

 

 

Our curriculum is structured in such a way that it aims to ensure children have regular access to the different national curriculum objectives and continues to build on these as the year unfolds.

 

We will use carefully structured medium term plans which build on experience and previous learning to expand pupil’s knowledge and understanding of mathematical fluency, reasoning and problem solving.

 

We will ensure that children have regular access to a range of high quality resources that are tactile, IT based, written, graphic and photographic.

 

We will provide pupils opportunities to work independently, in small groups and as a whole class inside and outside the classroom.

 

We will provide a wide range of learning experiences to motivate deep learning, curiosity and investigation.

 

We will teach maths daily in discrete sessions and ensure that these lessons are well structured to include an oral/mental start, main teaching input, group activity and a practice and apply time with a plenary to consolidate learning.

 

We will use a range of active maths and other resources to develop fluency and consolidation of skills (rolling numbers- times tables)

 

We encourage children to use appropriate mathematical language in all year groups in order to support their reasoning and justification skills.

 

We will promote excellent outcomes through positive values based growth mindset modelling and reinforcement.

 

We will use regular formative assessments and end of unit assessments to move the pupil’s learning forward.

 

Pupils will be able to respond to oral and written feedback in the lesson, in line with our marking policy.

 

We will ensure that staff training is carried out through school based training, attending appropriate courses and encouraging teachers to reflect on their own practice and share with their colleagues.

 

Impact

 

Attainment in mathematics is measured consistently throughout the year, through formative assessment Assessments are undertaken against 'block outcomes'

 

Extra support activities are planned for pupils working below age related outcomes.

 

For those pupils who have yet to access the Year 1 statements, pre key stage statements are used.

 

Half termly pupil progress meetings consider the mathematical gaps of any pupil not working at the expected level and how best to ensure rapid progress and close gaps.

 

Summative assessment-

Pupils at the end of year 2 will undertake a SATS assessment.

NFER assessments are used to assess pupils in year 3 and 4. 

 

 

  • Pupils will develop a love of learning, will become curious and will want to complete extra work and personal investigation.
  • Pupils will work hard and strive to meet challenges to become resilient learners.
  • Pupils will learn to work independently and will contribute effectively to partner or group work.
  • Pupils will work logically to solve problems using available information and prior learning.
  • Pupils will develop as problem solvers and enjoy challenges when they are presented.
  • Pupils will develop as effective communicators in being able to reason and discuss their findings.
  • Pupils will make connections between Maths and other subjects and wider life experiences.
  • Pupils will be confident to apply their knowledge of mathematics to a wider range of situations.
  • Pupils will experience success and feel positive about mathematics enabling them to build upon these secure foundations.