Intent

Children need to experience Mathematics in a variety of situations - as part of a dedicated lesson (Mathematics) and in other areas of the curriculum, in practical tasks and in real-life everyday problems; it can be used to describe, to illustrate, to interpret, to predict, to explain and to convey meaning.  In this way, the children will come to realise that Mathematics is an essential part of their lives and can be a way of communicating their experience and knowledge.  It is our aim that they will be equipped with the skills necessary to use their mathematical understanding in their everyday life both in and outside school. 

Teaching and Learning- We believe that a strong emphasis on practical work is essential. Children are taught using concrete ideas and are encouraged to use manipulatives in their maths lessons.  They develop the ability to use pictures and jottings and other representations to help them solve mathematical problems and develop the skills necessary to consider more abstract ideas and use of mathematical symbols.  This concrete, pictorial, abstract (CPA) approach supports mastery of mathematics.  Carefully planned small steps in learning enable the children to have a deep understanding upon which to build.  Children can reach a high level of independence whilst exploring different situations and this approach is continued, as the child gets older.  The exploratory method of learning is encouraged, including finding mental and written strategies at all levels.   The children will not attempt formal methods of calculation until they understand the practical application.   Children will be able to identify errors, as they can roughly estimate what answers to expect. 

Reasoning- We consider Mathematical conversations to be vitally important.  Correct use of mathematical vocabulary should be modelled by all staff and children should be taught to develop their mathematical vocabulary by using speaking frames as scaffolds.  Reasoning skills are essential tools for the formation and expression of mathematical ideas. Quality teaching encourages the children to make connections and links and to notice patterns in their experiences.  It encourages the children to evaluate their findings and to question.  Quality teaching and the use of speaking frames will equip children to make predictions by generalising and by testing their theories to draw conclusions.  Ultimately, we wish the children to justify by providing simple reasons for their opinions based on what they know.

Using and applying Mathematics- This is seen as an integral part of our teaching approach, by open-ended questioning or asking children to explain concepts or the rules of a game to others.   Problem-solving activities and investigations are carried out on a regular basis throughout the school.  Children are given opportunities to use their curiosity and inventiveness to find out about ideas, which are important to them, and to use these either as a starting point or to develop their work further.  They are encouraged to work cooperatively, and to be independent and flexible.

Implementation

Once pupils have progressed from the ELGs by working within the Early Years Foundation Stage framework the programme of learning will be consistent with the National Curriculum for Mathematics.

White Rose Mathematics planning is used throughout the school and supported by resources from NRich and other high-quality sources including, but not limited to, Herts Essential Maths and Classroom Secrets.

Throughout the school we have daily Mathematics learning.  In KS 1 and 2 this is a daily Mathematics lesson.  In EYFS there are daily lessons at least four days a week with mathematical activities available during Child Initiated Learning for children every day.  Pupils will be provided with a holistic programme of learning opportunities, which encourages using and applying Mathematics to problem solving activities, open ended questioning where the children are active learners. Activities are differentiated to offer challenges to all pupils.

Pupils work in a variety of ways – individually, in pairs/groups (working cooperatively), and as whole classes.  A controlled, working atmosphere is expected and relevant discussion encouraged.  We promote a mastery approach to learning maths building a secure understanding of maths through small carefully planned, progressive steps.

 

Classroom working walls and school displays will be used to support learning and to celebrate pupils’ achievements.

 

Mastering Number and Fluency will be taught systematically as the children move through the school.  Each half term the children will focus on learning new facts to support their fluency in lessons.  These will be shared with parents, and they will be learnt during timetabled sessions each week at school and at home.

Impact

This is measured through the following assessment, record keeping and reporting:

Assessment

Formative Assessment

Within EYFS, KS1 & KS2 a combination of informal observations, notes and photographic evidence can be used and will drive judgements on how the lesson or next part of the learning sequences may need to be modified when misconceptions or insecure learning are identified.

Summative Assessment

Assessments include the White Rose tests, and those from the document Mathematics guidance: key stages 1 and 2 non-statutory guidance for the national curriculum in England June 2020 are available to support this

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1017683/Maths_guidance_KS_1_and_2.pdf.  These will be used/recorded termly and will feed into future planning.  End of KS assessments are made at the end of the reception year and year 2.  Year 4 will take part in the MTC towards the end of the school year.   Each child’s attainment for Mathematics is tracked and monitored in respect to age-related expectations. Class teachers keep records of their pupils’ progress which are passed onto the next teacher.  Pupil Progress will be monitored and interventions for groups of children will be organised to accelerate learning of those who are not making expected progress.  These assessments are also kept in the cohort files.  We report each child’s Mathematics progress at parent consultations in the Spring term and annually in their school report.

 

Oral and Written Feedback

Marking procedures are detailed in the school’s Marking Policy.  Whenever possible maths will be marked during Mathematics lessons to quickly identify misconceptions and address them.  Verbal feedback, in the moment, has the most impact on moving children’s learning on, within the lesson.  Staff aim to mark in a positive way.  The use of positive comments is encouraged to acknowledge effort and achievement, and most importantly to indicate where the pupil is to progress.  Next steps for learning will be identified in verbal or written feedback to pupils.  Green (for growth) highlighting pens are used to indicate errors, which need to be revisited and rethought. Listening to a child’s explanation of an incorrect answer is an essential part of assessment, which can then inform future planning. Pink highlighting is used to identify where the children have shown newly acquired skills. Mathematics marking scrutiny will be carried out regularly and the impact of it on the children’s learning will be monitored.  Peer and self-marking can be used to enable children to move on quickly.

 

Monitoring, Evaluation, Standards and Striving for Excellence

Teachers will review and evaluate the impact of the teaching and learning opportunities provided. This evaluation will form the basis of planning the next most appropriate opportunity for the children.

The Mathematics Lead will provide strategic leadership in the development of Mathematics throughout the school and will support colleagues with any planning or organisational issues, which may develop. He/she will also be the liaison person for the school at any meetings concerning Mathematics updates or new initiatives, thus feeding information back to staff so the school can continue to move forward.

He/she will strive to promote or raise, as necessary, the profile of Mathematics in the school. 

He/she will liaise with the governors and give feedback to them annually at the end of the school year.

Teachers will assess pupils’ performance and development and record individual pupil levels of achievements compared to age-related expectations. This information will be used to track pupil, cohort and school performance and standards in mathematics, which in turn will be used as a basis for identifying areas for development and target setting for the school.

Scrutiny of pupils’ work will take place each term to ensure continuity, progression and attainment, as well as providing for moderation of work throughout the school as a shared staff activity.  This and Pupil Voice will be used to identify areas for development and to monitor standards.

Lesson observations will be used to monitor and evaluate standards of teaching and learning, to provide a dialogue for the development of professional expertise and competence and to monitor standards throughout the school. Good practice will be celebrated and shared with colleagues.

Data will be analysed to provide an overview of the school’s performance and enable the identification of areas for development, improvement, or consolidation.

 

Written calculations

More formal written calculations will be introduced during Year 1 and they will begin to be adopted by pupils.  Prior to this, children are encouraged to explore their own ways of recording mathematical calculations.  Appendix 1 is Jenyns’ Written Calculations Policy.

Maths Week