Teaching and Learning, Content and Sequence
In school we ensure we follow ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters statements linked to Maths: Number, and Maths: Shape, Space and Measures in the Early Years Foundation Stage. We also incorporate the 2020 non-statutory ‘Ready to Progress’ guidance.
As a school we use the White Rose Maths scheme of learning as a guide for small steps in learning. We ensure only high quality resources are used to support learning and these are selected from the NCETM resources Ready to Progress Documents (see the yearly overview and ready to progress page), Gareth Metcalfe’s ‘I see Reasoning’ documents, NCETM ‘Teaching for Mastery’ Resources (https://www.ncetm.org.uk/classroom-resources/assessment-materials-primary/) as well as Classroom Secrets etc.
The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.
At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses and is highly visible on Maths Working Walls so the children can use them regularly and correctly when using verbal or written explanations in their work.
All lessons begin with a short assessment to support retrieval practice and develop long-term memory.
Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. Our approach incorporates using concrete objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill (fluency), APPLY the skill (problem solving) or DEEPEN the skill (reasoning) within the lesson.
Children move through the different stages of their learning at their own pace.
Children who have shown their understanding at a deep level within the unit, will have opportunities to apply these skills in a GREATER DEPTH activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems.
Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group.
Children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems/puzzles.
A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with growing independence.
Special Educational Needs & Disabilities (SEND)
Daily mathematics lessons are inclusive to pupils with special educational needs and disabilities. Where required, children’s support plans incorporate suitable objectives from the National Curriculum for Mathematics and teachers keep these in mind when planning work. These targets may be worked upon within the lesson as well as on a 1:1 basis outside the mathematics lesson. Maths focused intervention in school helps children with gaps in their learning and mathematical understanding.
These are delivered by class teachers and trained support staff and overseen by the SENCO and/or the class teacher. Within the daily mathematics lesson teachers have a responsibility to not only provide differentiated activities to support children with SEND but also activities that provide sufficient challenge for children who are high achievers. It is the teachers’ responsibility to ensure that all children are challenged at a level appropriate to their ability.
Multiplication Tables Check
From the 2019/20 academic year onwards, schools in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use ‘Times Table Rockstars’ as an online and fun learning platform which also offer resources to be used in the classroom.