Maths

Intent

At Rookery, our intent for mathematics is to teach a balanced and progressive curriculum, at the heart of which is a commitment to develop resilience, confidence and self-belief. Pupils are introduced to mathematical concepts, develop their reasoning and problem-solving skills using concrete resources, pictorial representations, finally number, and symbols. We use CPA (concrete, Pictorial and Abstract) approach to help pupils understand mathematics and make the links in their mathematics. We see the importance of developing children’s ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary. We aim to create classrooms where children see mistakes as learning tools – children are encouraged to ‘think’ than just ‘do’.

We aim for all pupils to:

• become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
• reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
• have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

Implementation

Every class from EYFS to Y6 follows the White Rose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. Staff also refer to our school’s Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. We also use a range of planning resources where needed including those provided by the NCETM and in Key Stage 2 Rising Star Maths to enrich our children’s maths. Online Maths tools are utilised in order to consolidate children’s maths skills in school and at home, EYFS to Year 2 access ‘I minute Maths’ App, we utilise Times Tables Rock Stars for multiplication practise, application and consolidation, as well as Mathletics and MyMaths.

To support us, we have a range of mathematical resources in classrooms including Numicon, Base10 and place value counters (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly, being able to use their knowledge, and understanding to answer and solve maths without equipment or images.

The daily maths lesson incorporates these steps to teach maths metacognition:

1. Daily 5
2. Remind me
3. Walt and key vocabulary
4. Explain and model
5. Independent practice
6. Mastery through reasoning
7. Structured reflection

Ongoing formative assessment is completed by teachers through marking and feedback and is used to inform next steps in planning. Our summative assessment using GL assessments enables teachers to review concepts that children can access and understand and where their gaps are within their learning for future planning. End of Block White Rose Assessments allow further summative assessment to be utilised at the end of a teaching sequence, or for retrieval practice at a later point in the term / year.

Impact

 At Rookery, the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. We aim for each child to be confident in each yearly objective and develop their ability to use this knowledge to develop a greater depth understanding to solve varied fluency problems as well as problem solving and reasoning questions.

Furthermore, a mathematical concept or skill has been mastered when a child can show it in multiple ways:

• using the mathematical language to explain their ideas, and can independently apply their knowledge.
• Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
• The flexibility and fluidity to move between different contexts and representations of mathematics.
• The ability to recognise relationships and make connections in mathematics, ‘pattern spot’.
• Children show confidence in believing that they will achieve.
• Children show a high level of pride in the presentation and understanding of the work.