Our aim as a school is to make children competent mathematicians who can make connections between different mathematical ideas. By developing a mastery approach to mathematics children will have the confidence to transfer knowledge to new situations, to reason and explain their strategies.
At Jenyns School we aim to help the children to develop:
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.
Throughout the school we have daily Mathematics learning. In KS 1 and 2 this is a daily Mathematics lesson. In EYFS there are three lessons each 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 challenge 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.
Key Instant Recall Facts (KIRFs) 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.
Home tasks will be set on a regular basis approximately every other week. It will extend and consolidate mathematical skills which have been introduced at school. The children will be asked to practise recalling their tables gradually from KS1 (2s, 5s and 10s) and more formally in KS2 so that by the end of Year 4 they are familiar with all tables up to 12 X 12 and are prepared for the Multiplication Tables (MTC) Check. Regular practise of KIRFs and use of games such as TT Rockstars will be encouraged at home.
Formal Written Calculations Formal written calculations will be introduced during Year 2 and they will begin to be adopted by pupils.
This is measured through the following assessment, record keeping and reporting
Assessment Formative Assessment and Summative Assessment will be used termly and recorded and will feed into future planning. End of KS assessments are made at the end of the reception year and year 2. Each child’s attainment for Mathematics is tracked and monitored in respect to age-related expectations. 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.
Oral and Written Feedback This will quickly identify misconceptions and address them, to acknowledge effort and achievement, and most importantly to indicate where the pupil is to progress.
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.
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.