Mathematics
Intent
The 2014 National Curriculum for Maths aims to ensure that all children:
ï‚· Become fluent in the fundamentals of Mathematics
ï‚· Are able to reason mathematically
ï‚· Can solve problems by applying their Mathematics
At Parklee Community School, these skills are embedded within Maths lessons and developed consistently over time. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
Implementation
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6. Reception to Year 6, we follow the National Curriculum and use White Rose schemes of work and the NCETM (Mastery approach) as a guide to support teachers with their planning and assessment. In Nursery staff use the Master the Curriculum documents to support their planning and assessment. In Early Years and Key Stage One all children complete the Mastering Number Program alongside their daily maths lesson.
The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts through reasoning and problem-solving tasks.
The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. Children work on the objective at whatever entrance stage they are assessed as being at. Children can acquire the skill, apply the skill or deepen the skill within the lesson. Children move through the different stages of their learning at their own pace. Reasoning and problem solving are integral to the activities children are given to develop their mathematical thinking.
Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group. A love of maths is encouraged throughout school via links with others subjects, applying an ever-growing range of skills with growing independence. Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. For those children who are working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
In reception and nursery, children have the opportunity to practice and consolidate their learning in continuous provision that runs alongside weekly maths lessons. Children complete a range of written and practical activities each week. Teachers also use songs to reinforce key concepts.
Lessons in Key Stage One are structured as follows; Flash Back Four starter, teacher input of the main objective for the lesson, independent opportunities to practice the fluency and a taught reasoning and problem and solving activity which children then have the opportunity to complete independently.
Lessons in Key Stage two are structured as follows; Tough Ten arithmetic starter, teacher input of the main objective for the lesson, independent opportunities to practice the fluency and a taught reasoning and problem and solving activity which children then have the opportunity to complete independently.
Impact
The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Our is that by the time children leave Parklee they can demonstrate;
- A quick recall of facts and procedures. This includes the recollection of the times tables.
- Children show confidence in believing that they will achieve.
- Each child achieves objectives (expected standard) for year group.
- The flexibility and fluidity to move between different contexts and representations of maths.
- 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.
- Assessment
We assess Mathematics in Early Years using the ELG's.
In KS1 and KS2 children complete a termly Arithmetic assessment.
In KS1 children are assessed termly with the NFER assessments and at the end of Y2 with the national end of Key Stage 1 SAT's.
In KS2 children are assessed termly with the NFER assessments. In Y4 children complete the Multiplication Tables Check (MTC) and at the end of Y6 children complete the national end of Key Stage 2 SAT's.
All assessments are recorded on the school tracking system INSIGHT. For pupils with complex SEND we use BSquared assessment for smaller steps.
