MATHEMATICS

INTENT

At Whitefield Primary School, our children are Mathematicians!

Our Maths provision at Whitefield Primary School aims to build a curriculum which develops learning and results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more.  

When teaching mathematics, we intend to use a variety of teaching methods and resources that allow all pupils equal access to mathematics and to experience maths success and enjoyment throughout their lives. Over time, children will become more resilient learners who are able to understand that to make mistakes or become stuck is a necessary step in any learning. Children will be appropriately challenged and supported through varied fluency, reasoning and problem solving. Irrespective of personal starting points, children will explore maths in depth, and use a range of mathematical vocabulary to reason and explain their own thinking.  Pupils will continue to build their knowledge by recalling and adding to previous knowledge and skills, then apply these new skills to a wide variety of contexts both within maths and across the curriculum.

We implement our approach through quality first teaching and the delivery of appropriately pitched work for all groups of learners supported by the My Mastery materials from Ark Curriculum Plus. Additionally to this, we have our own Primary Mastery Specialist who works closely with NW3 Maths hub and we engage in regular up to date training from NCETM. 

Embedded throughout lessons are the 5 Principles of Mastery. To ensure lessons are coherent they are broken down into small, connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply to a range of concepts. Representations are used in lessons to expose the mathematical structure being taught, with the aim to be that pupils can do the maths without recourse to the representation. Mathematical thinking encourages the pupils to think, reason and discuss ideas and strategies within their classroom environment. By embedding oracy strategies in mathematics lessons, we empower children to articulate their thinking, justify their reasoning and learn collaboratively, resulting in excellent mathematical achievement. Pupils become fluent mathematicians through quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics. Variation is built over a sequence of lessons and represents concepts in more than one way. 

IMPLEMENTATION 

Early Years and Foundation Stage 

Through our Maths Mastery approach, number fluency is continually developed within early years, our Mathematical curriculum covers ‘Number and Shape, Space and Measures.’ Children participate in short maths sessions daily and are given time to explore mathematical concepts, test ideas, develop their understanding and practise taught skills through play. Planning ensures that a rich exploration of numbers builds a strong, deep number sense. Rather than focusing on counting to 10, children grasp the meaning of ‘the oneness of one’ and look at each cardinal value carefully. Maths can be found in all areas of our provision and children experience it in a purposeful and meaningful context within their play and daily routines. Our mud kitchen, water wall, construction areas, large sand pit and domestic role play are just some of the areas in which children can explore number, shape, space and measures. Children are encouraged to use their mathematical understanding and skills to solve real life problems and practitioners are trained to identify and extend opportunities to foster this. 

EYFS read a wide range of texts which are carefully linked to their main themes. They also have a list of texts which are used throughout the year to support mathematical concepts.

Year 1 

Prior to Key Stage 1, our children experience rich provision where adults enhance and stretch children to think deeply about mathematics. During the Autumn Term of year 1 we continue this provision offer as a transition model embedding all the Early Years content and to ensure that the learning needs of all children are met. 

Spring Term expects children to be ready for inputs with a longer duration and therefore children are able to access the six part lesson structure we have in place for daily maths lessons. Lessons consist of ‘Do Now, Vocabulary, New Learning, Talk Task, Develop Learning and Independent Task’ and to begin with, in Year 1, this structure will be completed over two days. By the Summer Term, Year 1 generally completes the six part lesson structure within one lesson showing readiness for Year 2. 

Alongside the daily maths lessons, to develop fluency, we follow the Mastering Number programme from NCETM. This programme is designed to secure firm foundations in the development of good number sense. Over time, children develop fluency in calculation and build confidence and flexibility with number. 

Year 2 - 6 

From Year 2 through to Year 6, daily maths lessons are planned and delivered using the six part lesson structure consisting of ‘Do Now, Vocabulary, New Learning, Talk Task, Develop Learning and Independent Task’. Staff use the ‘My Mastery’ platform from Ark Curriculum Plus to develop a good pedagogical knowledge. Lessons are underpinned by the concrete, pictorial, abstract (CPA) approach. Classrooms have a range of mathematical resources made available for children in each key stage.  These include, but are not limited to, Numicon, Base 10, place value counters, bead strings, number lines, digit cards and hundred squares. Structured oracy strategies, such as Partner A and Partner B conversations, ensure that every child has a voice. By regularly discussing, explaining and refining their ideas with a partner, pupils develop confidence, communication skills and deeper understanding, leading to stronger outcomes across the curriculum. Varied starting points and timely teacher interventions are utilised in response to teachers’ ongoing formative assessments through effective deployment of teaching assistants.  

Additionally to the daily maths lesson, we continue to use the Mastering Number Programme in Year 2 and Year 3 so that the children are secure in the additive facts. As they move into Year 4, the children access the Mastering Number KS2 programme. NCETM say “Knowledge of multiplication and division and its applications forms the single most important aspect of the KS2 curriculum, and is the gateway to success at secondary school.” Therefore, we show fidelity to the programme and teach Mastering Number four times a week.  At the start of every Mastering Number session, all children take part in a short Counting Stick activity that focuses on five key multiplicative facts, with teachers using consistent language, rhythm and gestures to strengthen understanding and support fluent recall. This whole school approach ensures that all multiplicative facts are known by the end of Year 3 but continues up to the end of USK2 where children derive facts from known facts supporting them to deepen their understanding of multiplicative structures. 

Assessment 

Throughout all maths sessions, formative assessment takes place and reactive teaching rectifies any misconceptions or visible struggles. Teachers use ‘in the moment’ responses, mathematical explanations and independent tasks to inform their planning and move through the curriculum at a pace suitable for the needs of the class so that all children progress.  

The teaching of maths is monitored on a termly basis through regular book looks, lesson drop ins and coaching sessions. Each term, children from Year 1 and above complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. We use Ark Curriculum Arithmetic and Reasoning papers and use the system 'Smart Grade' to standardise results. Year 2 and 6 also use previous SAT's papers. Results from both formative and summative assessments are used to determine children's progress and attainment. 

MASTERING NUMBER OVERVIEWS

MATHS LESSONS

IMPACT

By the end of KS2 we aim for children to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics to a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. Children will also recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.  

PUPIL BOOK STUDY TELLS US:

1.  What impact is our CURRICULUM having?

What effect is the curriculum architecture having?

2.  Does teaching support LONG-TERM LEARNING?

Is the evidence-led practice really being deployed at a classroom level, or is it superficial?

3.  Do tasks enable pupils to THINK HARD and CREATE LONG-TERM MEMORY?How impactful are tasks, and do they help pupils to think hard and generate learning?

EXAMPLES OF LEARNING