Mathematics

Mathematics is the language in which God has written the universe

- Galileo

Intent

At Our Lady and St. Brendan’s, our maths curriculum is designed to provide children with the opportunity to expand upon and develop their mental maths skills and prepare them for the wide variety of problem-solving opportunities that they will encounter in their lives.

A Mastery approach is adopted throughout school. Mastery involves knowing how and why the mathematics works. It means being able to use mathematics knowledge in new and unfamiliar situations.

Our intentions in Maths are for children to:

See themselves as mathematicians.
Have a deep understanding of core concepts.
Be able to use number flexibly and fluently.
Be able to reason mathematically – thinking logically and working systematically and accurately.
Have the appetite and resilience to tackle and solve problems.
Develop a mathematical vocabulary and the ability to communicate their thinking and understanding.

Implementation

We teach the EYFS and National Curriculum and use the Mastering Number approach and White Rose Schemes of Learning as a planning tool. All teaching is informed by NCETM materials, which support teachers in building deep understanding of core concepts at each stage of the children’s learning. This ensures that skills and knowledge are built on year-by-year and sequenced appropriately to maximise learning for all children. We therefore prioritise as key learning: number, addition and subtraction; multiplication & division and fractions. We are committed to giving the children the time they need to achieve mastery in these areas. Mathematical vocabulary is also broken down by year group.

We expect most children to move through this programme of study at broadly the same pace. Teachers will make decisions about when to progress based on the security of children’s understanding and their readiness to progress to the next stage.

Teaching is underpinned by the importance of mathematics and most children can succeed in learning mathematics in line with national expectations for the end of each key stage. The whole class is taught mathematics together, where learning needs of individual pupils are addressed through careful scaffolding, skilful questioning and appropriate intervention to provide the necessary support and challenge. If a child has a SEND need and cannot learn within whole class maths teaching, they will receive a personalised learning plan in discussion with the SENDCo.

Foundation & KS1 Mathematics

Reception

Mathematic lessons in EYFS are based on both the Mastering Number approach and the White Rose units and schemes of learning. Each week, the children take part in 5 lessons planned from these units: 4 sessions aimed at developing children’s fluency and flexibility with number, and the fifth session focused on shape, space and measure activities throughout carefully planned provision opportunities. After each lesson, all staff in the EYFS complete the marking and feedback log. Children who need extra support are identified and same day interventions are delivered.

Maths learning can be seen all around the EYFS classroom. Shape, space and measure can be seen in the construction, small world and water area all the time. Counting and numberwork can be seen in areas of the indoor and outdoor classroom. Adults working with children will continually support their maths learning through discussion and ‘in the moment’ challenges.

When assessing whether an individual child is at the expected level of development, practitioners draw on their knowledge of the child and their own expert professional judgement (Statutory framework for the early years foundation stage, 2021).

Year 1

Mathematic lessons in Year 1 follow the NCETM Mastering approach and White Rose schemes of learning. Each week, the pupils take part in 4 whole class inputs focusing on the NCETM Mastery Number approach. An additional 3 sessions a week are taught based on the White Rose scheme of learning. All pupils work in groups of 6 with an adult on a maths task a minimum of 3 times a week.

Maths learning can be seen around the Year 1 classroom through our continuous provision approach. Pupils access an objective from both the Mastering Number and White Rose scheme every week through provision activities. The continuous provision approach is also used to consolidate and revisit prior learning, with a focus on the fundamental number skills. These provision activities are evidenced either online through ClassDojo or in books, where appropriate.

Year 2

Planning and Assessment

Mathematical lessons in Year 2 follow the NCETM Mastering approach and White Rose schemes of learning. Three sessions a week are based on the Mastering Number approach. Five sessions a week are also delivered through the White Rose scheme of learning and are evidenced in books. Pupils in Year 2 first develop their arithmetic skills through whole-class input using individual whiteboards. When ready, one arithmetic lesson will be delivered each week and evidenced in pupils’ books.

White Rose pre- and end-of-unit assessments are completed and stapled into books. These are then used as an intervention guide to retrieve knowledge and assessment information.

Past SATS papers are completed termly in Autumn 2, Spring 2 and Summer 1.

During the lesson

Retrieval facts and common misconceptions are addressed orally during class input. Each lesson includes elements of fluency, reasoning, and problem-solving for all pupils. Questions are stuck on the left-hand side of pupils’ books so that their answers can be written alongside them when appropriate.

Each lesson should offer a challenge in greater depth to demonstrate a secure understanding of the structures of mathematics within the concept being taught. This will be labelled Challenge. Pupils are introduced to TTRS in Year 2 and practice their timetables using the application, as appropriate.

Marking and Feedback

Teachers mark pupils’ work. There is a small tick for correct / dot for incorrect.

S will signal if a child has received support.

I to signal if a child has then continued working independently after receiving initial support.

Pupils are identified for same-day intervention. Intervention work is done on whiteboards with the teaching assistant.

KS2 Mathematics

Planning and Assessment

4 one-hour lessons from WRM per week
1 arithmetic session per week (documented in children’s books)
Daily times tables practice – this does not need to be evidenced in books.
WRM pre and end of unit assessments to be completed and stapled into books. These are then used as an intervention guide and retrieval quizzes (flashback 4).
NTS to be completed termly autumn 2, Spring 2 and Summer 2 (Yr. 6 appropriate SATS papers)
Each lesson should offer a challenge question for the GD pupils – question to be titled Challenge.

During the lesson

Flashback 4 or common Misconceptions – approx. 4 questions to be documented in the book – sub-heading F4 or CM
Each lesson to include elements of fluency, reasoning and problem solving (amount dependent on subject/class) these do not need to have sub-headings. Questions in books stuck in along the left-hand side of the page and written in books alongside where appropriate.
Modelling of reasoning and problem solving within the lesson
Each lesson should offer a challenge within greater depth to show secure understanding of the structures of the mathematics within the concept being taught. This will be labelled Challenge.
S to signal if a child has received support.

Marking and Feedback

Pupils to self-mark in purple pen but marking and feedback sheets to be completed by the teacher.
Small tick for correct / dot for incorrect. All in purple pen followed by the correct answer and working out.
Children to be identified for intervention. This can be evidenced either in books (where appropriate) or through whiteboard work with the teaching assistant.

Fluency with essential number facts, especially times tables, is developed at various times in the day and further practice and challenge is enjoyed using the ‘TTRockstars’ and ‘Numbots’ programme.

Impact

We will measure the impact of our Maths curriculum by:

Using a range of on-going, daily formative assessment strategies and holding same-day interventions, where necessary.
Using end of unit teacher assessment of Maths
Administering summative assessments using NTS tests (3 x per year)
Monitoring the progress from year to year and key stage to key stage to ensure pupils remain ‘on track’ from their starting points.
Monitoring exercise books for clear evidence of a range of mathematical activities for all children; appropriate challenge for all; children’s developing ability to work systematically, present their work clearly and communicate their thinking and findings; the impact of in lesson and whole class feedback.
Trust ‘data drops’ occur half termly focussing on previous SATs papers.

Children will make good progress from their own personal starting points. By the end of Year Six they will have developed a deep and secure understanding of the core concepts which will enable them to progress confidently to the next stage of their learning and acquired a life-long interest and enthusiasm for Mathematics.

addition and subtraction calculation policy.pdf

multiplication and division calculation policy.pdf

olsb vocabulary progression document.pdf

ready to progress document.pdf