Curriculum Statement – Mathematics
The aims of mathematics at Normanby Primary School are to promote enjoyment, enthusiasm for learning and resilience to challenge and taking risks through a high quality mathematics curriculum that includes practical activity, exploration and discussion and develops independent learners with inquisitive minds who have secure mathematical foundations. Our curriculum promotes fluency, confidence and competence with numbers and the number system and aims to develop the ability to solve problems through providing opportunities for decision-making and reasoning in a range of contexts, which enable children to make connections in learning.
Planning for progress
Curriculum planning in mathematics, based on the National Curriculum, takes the form a long-term plan developed from year group Programmes of Study with clear progression in objectives. Medium term mathematics plans give details of the main teaching objectives for each term and define what we teach. They ensure an appropriate balance and distribution of work across each term and ensure there are opportunities to revisit and review concepts and develop understanding of a concept over the year.
Teachers develop weekly plans to support their teaching of mathematics. These plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught. All teachers plan for activities focusing on using and applying and deepening understanding through reasoning activities linked to objectives within the Programmes of Study and White Rose Hub Blocks of Learning help teachers plan for the integration of fluency, reasoning and problems solving within the teaching sequence. Mental Maths sessions or activities linked to instant recall facts as stated in the Mental Maths progression document are undertaken regularly and support the children in reaching the standards of the Multiplication Table Check. The Maths Handbook contains all documents or links to documents needed in the teaching, assessing and monitoring of mathematics.
Daily mathematics sessions include opportunities to review knowledge previously taught; develop and rehearse written calculations and introduce new concepts, developing knowledge and understanding through a mixture of fluency tasks and reasoning or problem solving work. Teachers provide time for ‘Number Talk’ and children are encouraged to explain the range of methods that could be used and their reasoning. Due to this, we see consistency in the structure of lessons across phases which ensures pace, purpose and progress. Pre-learning tasks and assessments, which are regularly used, allow for learning to be moved on as appropriate however, all staff are also aware of the need for consolidation to embed learning.
The Written Calculations Policy clearly sets out the steps needed to ensure understanding of procedures prior to moving on to formal written methods. Decisions about when to progress through the steps are based on the security of understanding and readiness to move on. The policy ensures consistency in the teaching of written calculations. Termly assessments (Y1-6) are made to monitor progress in year group written methods and interventions and lessons time are dedicated to enable children to achieve the expected calculation method for their year group programme of study.
Maths is also incorporated from Y1-6 into Morning Challenge work where children are given opportunities to rehearse concepts previously taught to embed and apply learning.
TT Rock Stars is used across Normanby Primary from Y1-6 with a greater focus in Y3 and Y4 to ensure fluency in Multiplication facts by the end of LKS2. Y1 children aim to count confidently in steps of 2, 5 and 10; Y2 know tables fact for the 2, 5 and 10 times tables (and can count in steps of 3 from 0); Y3 are expected to be fluent in multiplication and division facts for the 2, 3, 4, 5, 8 and 10 times tables with all children in Y4 targeted to be competent in facts up to 12 x 12 and successfully completing the Multiplication Tables Check.
High expectations for all
In all classes, there are children of differing mathematical ability and attainment. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work, and in others by organising the children to work in pairs on open-ended problems; many lessons offer children the opportunity to select the level of challenge they access and adapt this over the course of the lesson. Where appropriate, children may be taught in attainment-streamed groups to facilitate more focused teaching of individual needs. We use teaching assistants to support teaching and learning and this sometimes involves children working in small focus groups. Children who grasp concepts quickly are challenged through offering activities that extend and broaden understanding, rather than moving on to new content, such as investigations and more sophisticated problems requiring application and reasoning.
Promoting Maths and Parental Involvement
Parents are informed of the curriculum through detailed information on year group programmes of study on the school website. Year group welcome meetings at the start of each year highlight key objectives and how they can support their children in their learning. Guidance is sent out as to the use of web based or iPad resources that children may access at home such as Times Tables Rock Stars and Numeracy Workout.
A once a year ‘Whole School Maths Day’ involves parents in the completion of a year group homework challenge and in many year groups, particularly EYFS, parents are invited into school to work alongside their children to develop their understanding of how to support their child in developing their Maths knowledge and understanding. Each year group holds a weekly ‘drop in’ meeting where parents can speak to teachers to discuss their child’s needs and be given advice as to how support their child’s learning.
Standards and Attainment
The standards of children’s work, attainment and the quality of teaching in mathematics are the responsibility of the mathematics subject Leader and Head Teacher. Staff present standards at termly points in the year regarding pupils’ progress against the objectives within year group programmes of study. Progression in knowledge and understanding is ensured through careful transfer of information during transition discussions and moderation of work to clarify expectations and standards for children at different levels of attainment. Progress is monitored closely and those children, whether working towards, meeting or exceeding expectations, are provided with interventions to accelerate their progress if their progress is assessed as causing concern following termly standards meetings. Interventions are monitored and assessed for impact by the leader who supports staff in developing activities to move learning on.
Specific outcomes in pupils’ ability to calculate using methods as stated in the year group programmes of study are assessed termly and monitored by the leader for progress and attainment. White Rose Maths Hub Termly assessments in Arithmetic and Reasoning are undertaken from Y1-6. Other summative assessments may include WRH end of block assessments and Rising Star assessments. Teaching staff make regular formative assessments during Maths sessions, when pupils are undertaking Morning Challenge work and through providing opportunities that allow staff to assess if knowledge has been retained e.g. use of starter challenges/5 a day activities.
Statutory assessments are undertaken at the end of EYFS, Year 2 and Year 6. In Year 4, children complete the Multiplication Tables Check.
Staff are provided with clear guidance in marking and feedback through the ‘Effective Marking and Feedback policy’ and support and advice from the Maths leader. Marking is made manageable through the use of ‘answer tables’ and self/peer assessment; however, teachers identify misconceptions, provide advice and ‘top tips’ to support understanding and assess the need for follow up work in books through their marking. Feedback and its effectiveness and impact is monitored through book scrutinies undertaken regularly during leader release time.
Ensuring high quality teaching and learning
Professional development opportunities are open to all staff and the school engages in development provided by both external providers and in-school training (see yearly staff training records). Training to support the achievement of school priorities is undertaken with all relevant staff members and Maths Leader release time is spent working alongside all staff in the classroom developing their practice; this happens at least termly. NQTs, RQTs and new staff undertake sessions led by the leader to ensure they are clear on the expectations of teaching and learning, such as the structure of lessons, quality resources to use and marking and feedback. All year groups have a Maths Handbook, which is added to and updated regularly.
Maths Leaders within the Ironstone Academy trust work together to share practice, raise attainment of all children within the Multi-Academy Trust, moderate work and ensure consistency across the schools.
Maths is visible in each classroom with displays relating to the teaching of Maths and resources to support understanding. These displays aim to be interactive, relevant to the concepts being taught at any given point and not static. School is developing the use of displays to highlight common mistakes and misconceptions.
N.B. More detailed information regarding Mathematics at Normanby Primary School can be found in the: Mathematics Policy located in the Maths Handbook.