Mathematics is essential to everyday life. Through teaching and learning in this area we aim to ensure that all pupils become confident and fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time. Our teaching programme is based on the Primary National Curriculum 2014 and sets out what children learn on a year-by-year basis.
The Calculation policy for each Phase shows the progression in calculation (addition, subtraction, multiplication and division) and how this works in line with the National Curriculum. The consistent use of the CPA (concrete, pictorial, abstract) approach across our teaching and learning through the Power Maths resources helps children develop mastery across all the operations in an efficient and reliable way.
Maths Curriculum Statement
Intent, Implementation and Impact Introduction
The National Curriculum (2014) sets out what children should be taught in schools across England and Wales. Schools may choose how they organise their school curriculum to cover the programmes of study from years 1 to 6. Children in their reception year follow the Early Years Foundation Stage programmes of learning. From EYFS through to Year 6 the school has adopted a mastery approach in the teaching of Maths.
What do we want to achieve in Maths teaching and learning? At St Laurence Catholic Primary we recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy. We aim to provide a high-quality mathematics education with a mastery approach so that all children:
• Become fluent in the fundamentals of mathematics;
• Reason mathematically;
• Can solve problems by applying their mathematics.
We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem-solving. Children are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A range of mathematical resources are used and pupils taught to show their workings with manipulatives, before establishing ways of pictorially and formally representing their understanding. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning.
How we plan and teach Maths. The content and principles of the Early Years Foundation Framework, 2014 National Curriculum and the Teaching for Mastery approach convey how mathematics is taught at our school. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject. Teaching for Mastery The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths. Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material. At St Laurence we teach from Reception (EYFS stage) using Power Maths and White Rose Maths materials. EYFS Children are exploring and immersing themselves in maths from a very young age and are introduced to the basics of maths in a variety of ways. In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development. There are opportunities for children to encounter Maths throughout the EYFS (both in the classroom and in the outdoor environment) – through both teacher guided activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. Towards the end of Reception teachers aim to draw the elements of a daily mathematics lesson together so that by the time they move to Year 1 they are familiar with the structure with a lesson/activity. Key Stage One and Two The fundamentals of our Maths teaching for Mastery includes:
• Rejecting the idea that a large proportion of people ‘just can’t do maths’. All pupils are encouraged by the belief that by working hard at maths they can succeed.
• Pupils are taught through whole-class interactive teaching using Power Maths and/or White Rose Maths resources, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully.
This ensures that all children can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
• If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
• Lesson plans identify the new mathematics that is to be taught, the key points, the difficult points, possible misconceptions and a carefully sequenced journey through the learning.
• In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
• Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
• It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
• Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
• Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems before any acceleration through new content.
• Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.
Children use engaging online programmes to support their knowledge of key facts both at school and at home. Resources In addition to Power Maths and White Rose Maths online resources, textbooks and practice books children are provided with a wide range of concrete, pictorial and abstract resources. manipulatives, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils fully understand what they have learnt.
What are the Maths learning outcomes for our pupils and how do we know? Teachers have good Maths for Mastery subject knowledge and a secure understanding of year group expectations and/or pre key stage expectations and ongoing formative and summative assessments. Assessment for learning (formative assessment) is a key element of each lesson, teachers are aware of possible misconceptions enabling them to intervene swiftly and if necessary implement additional intervention. Similarly, teachers are aware of how to deepen the understanding of children who are working at greater depth within anyone lesson. Each lesson ends with a reflection activity designed to develop procedural fluency and conceptual understanding. At the end of each unit of work, children are assessed for mastery by completing a short end of unit check. 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 the concept to new problems in unfamiliar situations. Children’s work is marked during or at the end of each lesson. Each child is given opportunities to correct work on a daily basis. Every child receives an additional weekly ‘Next Step’ comment to enable them to move their learning on through a further independent activity. Some children will receive additional ‘Next Steps’ in line with the school marking policy. At three, termly assessment points, pupils sit a standardised test so that gaps can be analysed at a class, cohort and national level. These assessments address the three key elements of the curriculum; fluency, reasoning and problem-solving. They are used to not only inform progress but to establish individual children’s strength and difficulties. Subsequent interventions or therapies are established using Pixl question level analysis tools to quickly and simply identify and plan for groups of children who require additional support and teaching. Assessment information is analysed by teachers in Key Stage phase meetings, the Maths curriculum lead and the SLT team at half termly pupil progress meetings. This process provides the SLT and Governors with an accurate and comprehensive understanding of the quality of Maths education in our school. We set out our monitoring cycle at the beginning of each academic year. This identifies when monitoring for all year groups is undertaken in all subject areas. Monitoring includes: book scrutinies, lesson observations and/or learning walks, pupil/parent and/or staff voice. All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.