Subject Leaders (2024 - 2025): Mr S Penberthy and Ms J Crisp

 

At St Mary's C of E Primary Academy, we want all our children in mathematics to: 

• Learn as much as possible, so all children are fluent in the fundamentals of mathematics. We want our children to be able to reason mathematically and to be able to recall and apply their knowledge effectively to solve problems. 
• Ignite Curiosity by using practical equipment to solve problems. 
• Become confident speakers and communicators as they reason and explain their mathematical thinking.  
  
  The National Curriculum for Mathematics aims to ensure that all pupils develop the three forms of knowledge: 

• Fluency (Factual) I know that … become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 
• Problem-Solving (Procedural) I know how …  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions 
• Reasoning (Conceptual) I know why … reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 

 

Implementation 

Our Approach 

Our mathematics curriculum is driven by the White Rose materials. We follow the Long Term Plans from White Rose, adapting the schemes of learning flexibly to meet the needs of their class. Units of work vary in length depending on the topic, year group and assessment of prior learning. 

Planning 

The Long Term Plan shows the individual units of work to be taught across the year. Following the White Rose scheme of learning ensures full coverage of the National Curriculum. Medium Term Plans show which key concepts will be taught in each year group each week. 

Recall 

Children will answer four “flashback” questions daily to review their previous learning from the previous lesson, the previous week, the previous term and the previous year. These will be done quickly as a starter as part of the maths lesson. 

Fluency 

To support children’s fluency, arithmetic, recall of key mathematical knowledge and review of previous learning in Key Stage 2, teachers will provide a daily practice task called 'Fluent in Fifteen'.  This will be marked in class and key questions will be reviewed to ensure children’s understanding. Questions will be taken from both current and previous learning and the aim is for children to complete these questions quickly, efficiently and accurately. 

Reasoning 

Reasoning opportunities will be built into daily lessons. The reasoning could be one specific question at an identified part of the lesson, but equally it could be a whole lesson devoted to reasoning on the current topic being taught. The evidence in books will be explanations from the children in their own words.  

Recording 

All maths work in books is dated. Children will use pencil to record in their mathematics book. The majority of the work in a child’s book will be their own recording, with considered use of worksheets. Children’s jottings, calculations and reasoning will be evidenced and will be presented with care. 

Presentation 

Work will always be presented to a high standard and addressed promptly if not. Teachers set the standard and their presentation will always be of a high standard. Rulers will be used to draw lines – this is by both adults and children. The only exception is when the child is using jottings. 

 

Working Walls 

Each classroom will have a mathematics working wall. The wall will sequence the learning that is taking place and show where it fits into the bigger picture. The working wall will contain key vocabulary, modelled examples and useful resources such as number lines or diagrams. The aim of the working wall is to support learning, it is for the children and should be used by the children. 

Learning Behaviours 

In mathematics lessons all children are encouraged to ask questions, take risks, and explore alternative solutions safely. We promote the idea that it is ok to make mistakes and that we can learn and grow mathematically through doing this, talking to a partner and trying again. This will develop resilience.  

Feedback and Marking 

Teachers will mark in green pen. Learning will be assess daily against the learning intention by the child and by their teacher. A small neat tick or green highlighter will be used to evidence where a child has got a correct response. If a child has made an error, then it will be highlighted pink. Children will be given time to review the marking and feedback of the previous day's learning and will be encouraged to have a second attempt at any of their answers which have been highlighted pink. 

Teachers will regularly give verbal feedback and will give written feedback if needed. Children will write neatly in purple pen when making corrections. A next step may be written to support the child in moving their learning on. These will mostly be personal to the individual child.

 

Impact 

End of Year Expectations 

In Key Stages 1 and 2 our aim is for children to be working at age-related expectations or above by the end of the year and to be secure in the objectives for mathematics that are set out in the National Curriculum. At the end of the Foundation Stage (Reception Year), we expect the children to have achieved the Early Learning Goals for mathematics and to have secured a 'Good Level of Development'. 

Assessment 

Teachers will assess daily and weekly to identify errors and misconceptions. These may be addressed individually with a child, or with the whole class when appropriate. Children will revisit learning when needed to ensure they are secure the the concept being taught before moving on. 

Summative Assessment 

Summative assessment will take place through:

• Reception Baseline
• Early Years Foundation Stage Profile 
• NFER assessments (autumn, spring and summer) 
• end of Key Stage SATs in Year 2 and Year 6 
• Year 4 Multiplication Check

 

Monitoring 

The maths leader will work alongside the SLT to monitor and evaluate teaching and learning in maths. This will take the form of learning walks, book scrutiny, pupil voice and discussions with staff and will cover all aspects of Maths.  The SLT will monitor pupil progress in maths each term by analysing pupil data. 

Accountability 

Teaching and learning in mathematics will be monitored through: 

• learning walks 
• book  scrutiny  
• moderation 
• formative and summative assessment 
• staff meetings 
• pupil progress meetings 
• performance management meetings