Maths
INTENT
At Gislingham Primary our intent for mathematics is to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.
Our practice is continually evolving. Both teachers and TAs are supported and aided in their roles ensuring confidence in the skills and facts they are required to teach. Lessons are child focused and maths is kept fun and current in school. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
We use a wide range of materials to support this intent. These include: our calculations policy, White Rose Maths, NRICH and NCETM Teaching for Mastery. The mapping of Mathematics across school shows clear progression in line with age related expectations. All pupils are challenged and those who are identified as SEND or underachieving are supported completely, revisiting learning where needed. Mathematics in our school is enhanced by our individual class working walls designed to aid children through each topic, through daily maths challenges and Maths Shed which supports the learning of multiplication tables both at home and in school.
IMPLEMENTATION
Subject expertise allows the intentions of our mathematics curriculum to be executed successfully. CPD is important in maths and all staff are receptive to developing their practice which may take place through staff meeting, observations, sharing of resources or online learning.
A wide range of resources support our curriculum and our desire to use a ‘Concrete – Pictorial – Abstract approach to the teaching of Mathematics. Children are familiar with these resources and are encouraged to access them independently.
Our long term plans are taken from White Rose Maths which teachers use whilst implementing our calculations policy for progression in written and mental calculations. These plans ensure we meet the National Curriculum aims which is for all pupils to:
· become fluent in the fundamentals of mathematics
· reason mathematically
· solve problems by applying their mathematical knowledge
Mathematical vocabulary is taught explicitly as it is crucial to effective learning and teaching. Teachers develop fluency through practicing key skills, repeating, reinforcing and revising which is all built in to formal planning across school. Children are given time to practice and perfect their calculation strategies including giving pupils opportunity to make appropriate decisions when estimating, calculating and evaluating the effectiveness of their chosen methods. Feedback (see Feedback Policy) is designed to ensure pupils are well informed, dealing with misconceptions and recognising progress. Summative tests (PUMA) are used termly to support assessments and identify learning gaps and next steps for teaching.
Discussion is essential to our learning and time is planned into lessons for this, task types are varied to suit different pupils and their learning preferences whilst reasoning in writing remains one of our key focuses. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently solving problems, which require them to persevere and develop resilience.
IMPACT
The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. Our children have a growth mind-set and they make measurable progression. Our maths books are packed with a range of activities showing evidence of fluency, reasoning and problem solving. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children are on track. Children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Children are developing skills in being articulate and are able to verbally, pictorially and in written form reason well. Our school standards are high, we moderate our books both internally and externally and children are achieving well.
Maths is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy. An education in mathematics therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.