At Greenacres Primary School, we aim for every child to develop a love of maths. Our intention is that children will develop their maths abilities, knowledge and understanding as they move through school. We aim for all children to become fluent in maths and be able to apply maths to the key areas of problem solving and reasoning. Too often, children hear grown ups say that they are no good at maths or struggled with maths at school. We want every child to leave our school feeling that they are not only good at maths but have a love of maths and feel confident in their abilities.
Through the development of mathematical reasoning and problem solving, children show respect to each other and are able to explain their ideas using mathematical language.
Maths specific vocabulary has been identified for each year group and runs through our calculation policy. This is organised into instructional vocabulary and vocabulary linked to specific mathematical areas. Vocabulary is modelled in full sentences when talking to pupils about their work and teachers use effective questioning in order to investigates deeper learning as well as to address misconceptions. Each class clearly displays vocabulary linking to their current mathematical area of learning.
Ambitious curriculum for all
Our Pupil Premium strategy states we will maximise all children’s potential by offering them an exceptional quality of education through a curriculum that is ambitious and designed to give all pupils, particularly disadvantaged pupils, the cultural capital they need to succeed in life. We will consistently promote the extensive personal development of disadvantaged pupils, going beyond the expected, and giving pupils access to a wide and rich set of experiences. We will provide opportunities for disadvantaged pupils to build their cultural capital in accordance with our vision to enable all of our pupils to dream, believe, achieve and flourish.
SEND children will have full access to the curriculum, fits in with our aims.
Inclusive Learning Environment
Resources are accessible, e.g. within reach
Concrete resources include Base 10, Numicon, Cuisenaire rods, place value counters, Ten frames, Multilink, Clocks, 2D and 3D shapes
Storage systems are predictable - labelled clearly to encourage independent use, e.g. using images, colour coding, large print, symbols, Braille, as appropriate.
Modified maths equipment. In particular, access to tactile and other specialist equipment for work relating to shape, space and measures, to overcome difficulties in managing visual information.
Help for pupils − e.g. pupils with a hearing impairment − to interpret or respond to oral aspects of mathematics lessons such as mental mathematics.
Pre-teach mathematical vocabulary ahead of teaching the unit.
At Greenacres, we aim to enthuse pupils in order to develop their thirst for mathematical knowledge. Our starting point is the National Curriculum 2014 Programme of study and Early Years Foundation Stage Framework. From this, teachers follow our Progression in Skills Long Term Plan and Calculation Policy to ensure all learning builds on prior knowledge and understanding of mathematical concepts from Early Years through to the end of Year 6. This is supported by the White Rose planning document.
We have adopted the White Rose Scheme to support staff with planning and delivering high quality maths lessons, matched to the abilities of the children.
White Rose works towards teaching for mastery and scaffolds the learning of children so they have a clear understanding and feel for number. It has been designed to support the aims and objectives of the new National Curriculum and staff are aware of the National Curriculum expectations when they are planning.
The White Rose year group overviews aim to:
• have number at their heart. A large proportion of time is spent reinforcing number to build competency
• ensure teachers stay in the required key stage and support the ideal of depth before breadth
• ensure students have the opportunity to stay together as they work through the schemes as a whole group
• provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.
The units are planned to enable children to secure a clear development of knowledge and skills. The approach of 'Concrete, Pictorial, Abstract' ensure each unit moves from fluency into Mastery. All child, regardless of ability should be able to access problem solving through using and applying their knowledge.
Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.
Pictorial – alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
Maths Coverage grids
The overview grids for 2021-2022 are working documents and will be adapted to meet the needs of the class. We are aware that Covid-19 has impacted on learning and are therefore using assessment for learning to identify gaps and misconceptions.
Maths progression of knowledge and skills
Assessing Progress –
Each term pupils from Year 1 to Year 6 complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered.
All pupils will use NFER papers and Year 2 and Year 6 will also use previous SATs papers.
The results from both the formative and summative assessments are then used to identify gaps and misconceptions for individuals and whole class to support teacher planning and determine pupils progress and attainment.
The teaching of mathematics is monitored on a termly basis through book scrutinies, learning walks and pupil voice activities.
- Regular verbal and written feedback,
- Pre and post assessments are used to identify strengths / misconceptions as well as progress
- Close The Gap marking.
- Extension tasks are given to challenge pupils and to move their learning forward.
- Pupils will be assessed weekly on their mathematical fluency and quick recall of basic facts through quizzes.
- We use assessments to influence our planning and ensure we are providing a mathematics curriculum that will allow each child to progress and secure a deep understanding of both conceptual (Knowledge) and procedural (skills) mathematical concepts.
- At the end of each unit, pupils are assessed based on the objectives that they have covered.
In EYFS, observations and assessments are completed regularly throughout the week.