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Claydon Primary School

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Mathematics

 

A high-quality mathematics education 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.’ National Curriculum

 

Intent

At Claydon Primary School, our maths curriculum is designed alongside National Curriculum objectives to develop enthusiastic and capable learners who are developing their mastery of the subject. Mastering maths means our pupils can acquire a deep, long-term, secure and adaptable understanding of the subject that is applicable across the broader curriculum, whether this is data collection in Science, chronology in History, coordinates in Geography or measure in P.E for example. This ensures pupils know more and remember more.  By the end of their primary education children at Claydon will achieve well and  develop a rich and confident understanding of mathematical concepts that they can apply to a range of contexts. We provide children with the opportunity to use concrete resources to explore the concept underpinning a topic, model how this can be represented pictorially and make links between this understanding and the abstract. Children are equipped with mathematical vocabulary to justify, evaluate and analyse to solve a range of problems. Real-life contexts are used to demonstrate the importance of maths out in the wider world and engage children with a sense of purpose; creating the foundations for their success not only in school but into their adult lives.

 

Implementation

Power Maths

At Claydon Primary School, we use Power Maths from Year 1 to Year 6 as the vehicle for teaching Maths. This is to ensure a consistent and systematic approach to teaching the subject and provides a strong foundation for the fluency mastery requires.

Learn more about Power Maths here

Individual copies of workbooks are provided for Years 1, 2 and 3 with Years 4, 5 and 6 translating into Maths books.

Our calculation policy is designed to compliment methods for solving the four operations presented in Power Maths to ensure consistency and progression across the school. 

To view our Calculation Policy click here

 

Planning

Prior to teaching a unit

  • Our teachers will consider age-related expectations for the topic through reference to the NC objectives for the relevant and previous year group. In addition to this, they will complete a focussed pre-unit check to assess what the children do and do not know about the topic and identify any current misconceptions.

     Learn more about the National Curriculum in England here

Next steps

  • Teachers will plan to build on existing knowledge and understanding of all pupils, considering:

-  whole class teaching objectives

-  engagement

-  resources and representations

-  modelling and scaffolding

-  questioning

-  challenge for all learners

-  skills sessions

-  interventions

-  adult deployment 

  • Continual assessment within the lesson will inform any adaptations teachers may make to access the needs of all learners and allow them to make progress.
  • Once a unit has been taught there will be an end of unit check/assessment

 

Engagement

Contexts are brought to life where possible and the use of manipulatives/resources and images used to support abstract concepts. 

 

Challenge

 

 

 

In order to master maths, children will be provided with opportunities to remember, understand and apply in their daily maths sessions. Faster learners will be challenged through tasks that require them to analyse, evaluate or create.

 

Skills sessions

These are 10-15 minutes daily (at least four times a week) and recorded in skills books or folders. Some sessions may not be recorded and take the form of games, mini-whiteboard work or using other strategies in which responses are not recorded into folders depending on the needs of learners. The purpose of skills sessions is to identify and address gaps (as identified through assessment) and challenge/embed taught concepts. These sessions are designed to support children to know more and remember more.

 

Times tables

These are explicitly taught and practised daily. To support the children with their multiplication practice, we use ‘Times Table Rockstars’ (https://ttrockstars.com/) as an online and fun learning platform that should make up part of a home learning routine. In addition to the online function, there are resources available to be utilised in the classroom to further support the learning of these important facts.

A baseline assessment is completed half termly to monitor in Years 2-6 

In Year 4, pupils will be assessed nationally on their times table fluency as part of the Multiplication Tables Check  and in line with the National Curriculum Objective that by the end of Year 4, children reaching the expected standard can recall multiplication and division facts for multiplication tables up to 12 × 12.

Learn more about the Multiplication Tables Check here 

 

Numbots

Children in KS1 have access to the online learning program Numbots (a subsection of TT Rockstars) to support the development of basic number skills and fluency; such as adding and subtracting 1 or 2 within 10, doubles within 10, 20 or 100, number bonds to 10, 20 or 100, adding two 1-digit numbers, subtracting 1-digit numbers, adding and subtracting 2-digit numbers to/from multiples etc.

 

EYFS

In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. We follow the Development Matters in which playing and exploring, active learning, and creating and thinking critically support children’s learning across the subject. 

 

Environment

Working walls include key vocabulary, representations, stem sentences, examples, steps to success/top tips/question prompts to support learners and build independence.

Resources are available and accessible for children within the classroom.

Parents

We aim to provide maths sessions throughout the year with a particular focus on how addition, subtraction, multiplication and division are taught in the relevant year group in order to support parents in supporting their child.

Assessment

  • PiXL cycle - Autumn 1 test then therapy Autumn 2, Spring 1 test then therapy Spring 2, Summer 1 test then therapy summer 2
  • Key Stage and Key Stage 2 use a combination of PiXL tests and previous SATs papers (in Year 2 and 6) as formal assessments of progress and attainment.
  • The Multiplication Check (MTC).

 

Impact

Our main priority is for the skills, knowledge and concepts explored and mastered through our maths curriculum to provide the foundation for success outside the classroom; ensuring that all children achieve well in the wider world as they develop and grow. Through our balanced curriculum and our promotion of mastery, we hope our pupils will develop transferable knowledge, skills and understanding. We believe that it is important not to see maths as a standalone activity but something that can be incorporated into everyday activities, games, stories and conversations. As a result of this, we hope to build confidence, enhance engagement and provide strong foundations for successful mathematicians both in school and beyond.

 

To ensure achievement for all we build a picture across an academic year by 

  • carrying out regular pupil book analysis , learning walks and lesson observations, as well as pupil perceptions.
  • Each term children from Year 1 and above complete a summative assessment
  • Key Stage 1 and Key Stage 2 use a combination of Pixl tests and previous SATs papers (Year 2  and Year 6.)
  • The results from both the formative assessment and summative assessment are used to determine children’s progress and attainment.