At Grange Park we endeavour to do the following things when teaching children mathematics:
- We want to inspire our children to be great mathematicians who are engaged, excited and willing to learn.
- We want children to be confident and resilient when tackling mathematical challenges.
- We want children to understand how mathematics translates to their lives and make experiences as real as possible.
- We want children to be fluent in the fundamentals of mathematics.
- We want children to solve problems by:
- applying mathematics to a variety of routine and non-routine problems with increasing sophistication
- breaking down problems into a series of simpler steps
- persevering in seeking solutions
- We want children to reason mathematically by:
- following a line of enquiry
- conjecturing relationships and generalisations
- developing an argument, justification or proof using mathematical language
- Most importantly, we want children to be proud of their achievements!
Maths Curriculum Implementation
At Grange Park we will achieve our intent by doing the following things:
- Follow the National Curriculum when planning mathematics. To support this, we use White Rose Hub blocks, mapping them onto our own school Long Term Plan, which ensures coverage and progression throughout the whole school.
- Have a clear calculation policy, which has been formulated after discussions with staff, this enables a clear progressions in CPA strategies used across the whole school.
- Give all children the opportunity to learn and achieve- we teach using a mastery approach and lesson structure. This means learning is broken down into small accessible steps that allow children to make incremental progress by combining fluency in basic skills and methods, with opportunities for rich and integrated reasoning and problem solving. By doing this we continually foster a growth mindset.
- All lessons have the following structure:
Children are given a problem or stimulus to discuss. This gives the teachers opportunity to formatively assess pupils’ understanding and thus, adapt the lesson where necessary.
Structure and Model
The teachers model (or sometimes other children will take the lead and model) new skills or their thinking and reasoning relating to problems. This part of the session allows the children to work practically, engage in discussions and address misconceptions. Again, formative assessment will happen throughout this section and will give the teacher an understanding of who needs further support or challenge during the independent section.
Apply (Intelligent Practice)
Children will work independently or in groups on the same task, where possible. Support will be available from a teacher or TA (in guided groups when needed), and concrete or pictorial resources will be available for children to access, whenever they need them. For challenge, there is always an opportunity to stretch children though carefully planned questioning, encouraging them to develop an argument, justification or proof using mathematical language, allowing for depth. Children present their work in their books and are encouraged to do so in a way which is helpful to them.
For children who are working significantly lower than age-related expectations, there will be work taught at an appropriate level, giving them the chance to learn new concepts and then the opportunity for them to apply them independently.
Finally, there will be an opportunity to apply new learning to a new concept, or an opportunity for children to share findings from the lesson. This will be a final opportunity for teachers to assess children’s learning. From this, children who need immediate intervention will be identified.
- Live marking is used throughout school and allows children instant feedback, giving them the opportunity address errors or discuss misconceptions, on the spot.
- Working walls are used where key concepts and vocabulary are displayed, which supports children in their reasoning and problem solving.
- Sentence stems are displayed on Powerpoints, in every lesson, to support and develop reasoning and encourage importance of spoken language in pupils’ development across the whole curriculum.
- We want our children to develop sufficient understanding and unconscious competence in their mathematical basic skills. Children are supported in embedding key concepts into long term memory, to support them in recalling them fluently, by implementation of a 20 minute Daily Maths Meeting and a Daily Memory Jogger.
- By assessing children, formatively and daily, and summatively at the end of each block and term, teachers have a deep understanding of how they need to adapt the curriculum to meet the needs of all children.
- At the end of every term, we use NFER tests from Y2-Y6 and use the standardised scoring system to support teachers with their termly judgements, alongside their knowledge from ongoing formative assessment.
- Where there are children who have gaps in their learning or who are not yet working at age related expectations, we use a combination of immediate and planned intervention to help them to keep up and catch up with their peers and in some instances, we use pre-teaching to support children who we have identified may need it.
In Early years:
- We use White Rose Maths planning for Reception.
- We weave maths into continuous provision, through carefully planned activities and resources.
- We plan and teach a whole class, 20 minute, maths session daily.
- We resource our maths area with equipment that supports learning which is taking place.
Maths Curriculum Impact
- Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
- Children show confidence in believing that they will achieve and they enjoy maths: they are not scared to ‘have a go’.
- Each child achieves objectives (expected standard) for year group.
- Children have the flexibility and fluidity to move between different contexts and representations of maths.
- Children have the chance to develop the ability to recognise relationships and make connections in maths lessons.
- 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.
Long Term Plans
Below are the Long Term Plans for each year group, showing an overview of what will be taught each term in maths lessons.
Maths presentation policy
As a school, we follow the Numberblocks number formation.
- Each lesson children should miss a line then rule off. They should write directly under the ruled off line.
- Children should write a six-digit number date.
- Children should write a ‘I can statement’- this should be underlined.
- All figures must be written neatly and clearly with one figure to each square.
- There should be at least one clear square between each calculation, both horizontally and vertically.
- When using vertical layout, the answer should have ruler lines above and below the answer with the operation sign to the left or right in a separate column.
- Calculations which involve an exchange (carrying) should see the relevant digit written smaller than usual beneath the bottom line.
- All work should be done in pencil.
- Decimal points are used on the line between the numbers.
- Rulers must be used to draw all lines.
- Mistakes should be crossed out neatly using one line.
- The pound sign should be written as follows: £