Mathematics at GEMS

 

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

 

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

 

  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

 

Curriculum Intent

  • Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to EXPLORE mathematics following a mastery curriculum approach.
  • Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
  • Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children ASPIRE and become successful in the next stages of their learning.
  • Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to ACHIEVE their potential, as they belong to our school community.
  • Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
  • Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).

 

Implementation

Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.

Teaching and Learning, Content and Sequence

  • In school, we follow the national curriculum and use White Rose Maths scheme.
  • Our schemes are supplemented with additional resources and activities to demonstrate and develop mastery and greater depth, reasoning and problem solving skills. Resource materials include: NCETM Ready to Progress documents NCETM Maths Teaching for Mastery, NRich, Third Space Learning, Classroom Secrets, Primary Stars, Master the Curriculum and Test Base.
  • The calculation policy and NCETM progression charts are used within school to ensure a consistent approach to teaching the four operations over time.
  • The NCETM Maths mastery spine materials and White Rose Maths support teachers with ensuring small steps progress.
  • The mastery approach is an inclusive approach to Maths – where all children work within the same lesson. Pupils may be supported with the CPA approach, adult support, peer mentoring and differentiated content.
  • Teacher’s complete planning and evaluation proformas. Lessons are built up in small steps, with opportunities for guided and independent learning. It uses the concrete – pictorial – abstract model of developing understanding. The aim is to ensure that all pupils master concepts before moving onto the next part of the curriculum sequence. The use of CPA ensures that all pupils can access the curriculum, including those new to English. Teacher’s model mathematical reasoning and pupils are expected to explain their thinking using the correct vocabulary, thereby demonstrating their understanding.
  • They are taught to explain their choice of methods and develop their mathematical reasoning skills
  • Activities, reasoning and questioning opportunities are differentiated to support all learners. Challenges or deepening tasks are provided to deepen understanding and provide opportunities for children to develop their reasoning skills and ability to explain their thinking in different situations.
  • Fluency: daily counting and oral sessions in class. Reception, Year 1 and Year 2 NCETM Mastering numbers training, develop intentional teaching strategies focused on developing fluency in calculation and number sense for ALL children
  • To practise, consolidate and revisit Maths skills: children in Y1-6 complete a weekly Maths key skills test, this is followed up with a teaching session to teach gaps in learning.  Every three weeks pupils complete an arithmetic test.
  • Times Table Rockstars and Numbots has been purchased and rolled out for all classes from Y1-6.  Pupils are encourage to access these at home and there are weekly opportunities in school. Pupils complete 3 TTRs paper tests for their multiplication and division, which are differentiated to cater for all needs.
  • A love of maths is encouraged throughout school via links with other subjects, applying a range of skills with growing independence. Throughout the year, teachers plan special focus maths days: England Maths week , NSPCC number Day, Money week, Enterprise.
  • SEN – Children with additional needs are included in whole class lessons when appropriate and teachers provide scaffolding and relevant support as required. Alternatively, where pupils are preforming well below their age -related expectations, they will be assessed against the ready to progress criteria and supported with differentiated activities.  Hands on Maths intervention and the use of concrete manipulatives to support learning. Children have regular weekly access to IDL.
  • Where possible, interventions are carried out to address any misconceptions or difficulties before the next lesson.
  • Precision teaching: teachers and TAs plan individualised, short-term, precision teaching opportunities for children who have been identified by the class teacher.
  • Display and working wall reflect currently learning. Working walls should include mathematical vocabulary, images and resources to support the CPA approach and scaffolds to support pupil’s learning, including the small steps of learning.
  • In the Early Years Foundation Stage (EYFS), Statutory framework for the early years foundation stage (March 2021)

“Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.”

  • We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum.
  • There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.
  • In Reception; pupils join in with daily counting activities (20mins) and through the week they complete 2 adults led sessions in addition to the independent challenges within the indoor and outdoor provision.
  • Training and CPD – Subject leaders attend termly web cluster meetings. Subject leaders have been part of the Maths hub Mastery training and TRG. All staff have attended face to face and virtual online training.  

Impact

Our mathematics curriculum is based upon ‘White Rose” resources which are fully supported by the Department for Education as they meet the requirements of the new curriculum. The White Rose scheme has been created specifically for children living in the UK and is fully aligned to the 2014 curriculum. It provides all the elements that teachers need to teach Maths mastery with confidence and encourage children to talk using maths language. We measure our impact of our curriculum through the following methods:

  • Termly assessments using White Rose Assessment materials, which is a suite of termly standardised maths tests which enable school to track progress, predict future performance and benchmark against national averages.
  • Assessment Gap Analysis is used to ensure that any misconceptions in taught content is addressed and progress accelerated where necessary.
  • Termly monitoring of progress in times tables and division facts.
  • Pre and post learning tasks.
  • Arithmetic tests carried out every third week.
  • Monitoring Maths key skill results each week.
  • Pupil discussions about their learning.
  • Y4 completing a multiplication check each half term.
  • Monitoring of progress on TTRs and Numbots.
  • Pupil voice: questionnaire twice a year.
  • Parent voice: questionnaire twice a year with general feedback.
  • Book scrutiny – to monitor progress and opportunities to develop reasoning and problem solving.
  • Maths drop-ins – to ensure effective small steps lesson planning and enjoyment and resilience.

At Gems

  • Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables and division facts.
  • Children show confidence in believing that they will achieve.
  • Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.
  • Each child makes progress in their year group.
  • The flexibility and fluidity to move between different contexts and representations of maths.
  • Our children develop the ability to recognise relationships and make connections in maths lessons and with real life.
  • Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
  • Children show a high level of pride in the presentation and understanding of the work in their books.
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