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Maths
Subject Lead: Mr Sean Halligan
Link Governor: Mrs Natalie Cordon
Intent
At St Mary’s, we aim to inspire a genuine love of mathematics and help every child master mathematical concepts. It is intended that all children, regardless of their starting point, will maximise their academic achievement and leave St. Mary’s with an enthusiasm for and confidence in maths, resulting in a lifelong positive relationship with number in their everyday lives.
We believe that children should experience consistency in the approach to quality teaching of mathematics as they move through the school, so that they build progressively on their existing knowledge and understanding. Our intention is that they understand the links in their learning, fluently recall key number facts, express their understanding clearly and become confident in their ability to calculate and solve numerical problems independently in line with the expectations of the national curriculum. We aim to achieve this by doing the following:
• Progressively teach methods of calculation so that children’s learning is deep and secure, taking place in appropriate steps and building on existing knowledge.
• Introduce children over time to a range of practical and mental methods of calculation so that they develop appropriate ways of recording their work to support their thinking. Children will be able to articulate their mathematical thinking and explain their methods in increasingly complex operations using mathematical language accurately.
• Help children learn how to choose appropriate methods for specific circumstances so that they can effectively apply their knowledge in a range of cross-curricular, practical and relevant real-life contexts.
• Use models, images and the correct mathematical vocabulary to support the development of mental and written methods so that children experience the
mathematical processes involved in ways appropriate to the developmental stage of their thinking.
• Regularly review and recall salient number facts so that children improve their mathematical fluency.
This is delivered through a curriculum which is spiral in nature, ensuring that children frequently revisit concepts throughout the academic year and across their time in the school.
Implementation
Maths is planned for, following the EYFS Framework and KS1 and KS2 school curriculum. It is taught on a 'spiral curriculum' which means that strands of learning are regularly revisited to aid children's recall and build knowledge and skills progressively; we have a clearly progressive calculation policy in use throughout the school.
Maths is taught daily from Years 1 to 6 encompassing whole-class teaching, group activities and individual learning, and is planned for using Abacus as our core scheme of work to ensure that all children are included and that lessons are varied and challenging. Teachers build on the children's prior learning and create solid foundations for what will come next in their learning. Teachers make use of the Abacus workbooks, Abacus textbooks, Mastery checkpoints and online materials for progression as well as other appropriate resources.
In Early Years, maths activities are part of the continuous provision available to all children. Short teacher-led maths sessions take place daily, and children complete a weekly focus activity in a small group, led by the teacher. All the number elements of the 2021 framework are taught based on the Early Years Number Sense programme as well as being an integral part of the school day. Spatial reasoning skills (space, shape, pattern and measure) are taught using the NCTEM (National Centre for Excellence in the Teaching of Mathematics) progression charts.
Manipulatives are used throughout the school to enable children to explore mathematical ideas. All children across the school also benefit from the chance to apply their mathematical skills in many other subjects including, science, computing, DT and art.
Our Calculation Policy demonstrates how calculations are taught throughout the school (addition, subtraction, multiplication and division) and the Knowledge Planners provide an overview of the topics taught each year, together with the key language that children are expected to use at each stage of their learning. Additionally, there is a Parent Booklet which provides a more detailed description of the calculation methods taught at St Mary’s.
In Early Years, children become secure with the concept of number and develop a deep understanding of number to 10 including being able to subitise (the ability to instantaneously recognise the number of objects in a small group without the need to count them). They learn to count up to 20 and beyond; compare different quantities; explore and represent patterns within numbers up to 10, including odds and evens and double facts and begin to explore measurement, shape and time.
Times Tables Rockstars is introduced to Year 2 pupils part way through the summer term and is used regularly by pupils in key stage 2 to develop fluency in times tables recall and with the added purpose of preparing Year 4 pupils for the statutory Multiplication Tables Check. Weekly tests take place in year 4. Weekly mental maths tests (covering times tables, fractions, decimals and percentages) take place in years 5 and 6 to improve fluency in these areas.
In Years 3 to 6, ‘Quick Maths’ sessions taken from the Abacus Scheme, or other suitable resources, are used to encourage fluency in core skills and take place a minimum of three times per week. Opportunities to practise reasoning skills are provided using various resources which include the following:
• Think challenges in the Abacus textbooks
• Mastery Checkpoints and Challenges
• NRICH reasoning challenges
Maths mascot ‘Motty’ is handed out every Friday in assembly to a child in each class whose maths learning has been acknowledged by the class teacher as deserving recognition. Motty is taken home over the weekend and returned on Monday.
Special maths days are held annually to promote a love of maths and its relevance in the wider world, usually on NSPCC Number Day or World Maths Day.
Assessment
In addition to weekly mental maths tests in key stage 2, teachers throughout the school use a combination of formative and summative assessment to track pupils’ understanding using work in maths books, in workbooks, on whiteboards and in end of term assessments. Formative assessment is given to children verbally, through self/peer assessment and through written feedback. Teachers then use this assessment to influence their planning. Children are rapidly identified as needing further challenge or additional support, and we ensure that this is provided in a timely manner. At the end of the Autumn, Spring and Summer terms, teachers are required to update progress and attainment against National Curriculum Objectives.
Resources for Homework
All children, from year 2 onwards, have a login for Times Table Rock Stars. This is a fun interactive website and app that helps to reinforce rapid recall of multiplication facts, a key building block in mathematical knowledge.
Useful Documents
Useful Links
Impact
Pupil Voice
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
Evidence in Knowledge
Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. 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 demonstrate a quick recall of facts and procedures. This includes the recollection of times tables.
Evidence in Skills
Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems and the flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work.
Outcomes
At the end of each year, we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.