Mathematics

Mathematics

Intent

At Ravensworth Terrace Primary School, we believe maths is an important part of children’s development throughout the school, right from an early age. Mathematical skills and knowledge should be delivered, explored and revisited through a curriculum which:

• Recognises that mathematics underpins much of our daily lives. Therefore it is paramount that the children are fluent in the fundamentals of mathematics so that they can become successful in the next stages of their learning.
• Engages all children and entitles them to the same quality of teaching and learning opportunities.
• Makes connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
• Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to explore mathematics, following a mastery curriculum approach.
• Gives each pupil a chance to believe in themselves as mathematicians, develop the power of resilience, perseverance and self-confidence when applying their skills.

Implementation

At Ravensworth Terrace we follow White Rose which is adapted to meet the needs of the children in class. This is where concepts are taught in blocks throughout the year, but are continually revisited during our Maths Refresh sessions. These sessions are short, pacey and daily which ensures that basic number skills and key methods are practised regularly and any gaps in learning are addressed. In EYFS, Year 1 and Year 2, the NCETM Mastering Number Programme is followed within their Maths Refresh sessions. White Rose objectives are recapped during the lesson ‘Review’.

Consistency in teaching mathematics across the entire school is achieved by teachers planning and delivering lessons using the White Rose Scheme. Staff can supplement this when requited with the aid of, NCETM Spines, Power Maths, NRICH and subscription websites such as Twinkl Mastery. In addition to this, all teachers follow the school’s calculation policy to ensure consistency across the school.

All lessons will be delivered to meet the end of year expectations using a mastery approach, which includes fluency, reasoning and problem-solving opportunities for all. By focusing on one key conceptual idea and making connections across other mathematical concepts, both progress and understanding are enhanced. We teach mathematics to mixed ability classes, allowing the teacher the fluidity to make ongoing assessments to the needs of their children. Appropriate scaffolding of tasks is provided with concrete and pictorial resources when required, and optimum challenge given to the rapid graspers.

Teachers plan and deliver a set lesson format which will generally be a ‘Review’ – where appropriate skills are revisited before extending them. Following this is ‘Discover’, where children discuss a problem solving together as a class, exposing all children to this element. After this there is  ‘We Do’- where children are taken through worked examples and shown the processes of problem solving and then ‘I Do’ where the children work by themselves and frequently self-mark to identify their understanding and misconceptions immediately.

Within any of these stages teachers are free to use their discretion in selecting the most appropriate methods and resources to deliver the learning objectives.

Units of work will be assessed upon the completion of each one with teachers asked to use those published by WRM in conjunction with termly assessments. Teachers may also carry out a ‘Pre-Assessment’ for particular units of work in order to identify misconceptions from the previous year’s curriculum, which can then be carefully planned into the teaching sequence, either through Maths lessons or Maths Refresh.

Impact

Children should approach mathematical study with confidence and enthusiasm, viewing tasks and challenges that call for application of varied knowledge and skills with self-assurance and a willingness to collaborate. Individually, children should:

• Achieve objectives (expected standard) for the appropriate year group, even if this means being supported by resources, including support staff and concrete materials.
• Demonstrate a quick recall of facts and procedures. This includes the recollection and application of times table facts.
• Have mastered the skills to show mathematical concepts in a variety of ways, using mathematical language to explain their ideas.
• Independently apply different concepts to new problems in unfamiliar situations. This allows children to recognise relationships and make connections.
• Use and define mathematical vocabulary when reasoning and completing stem sentences when appropriate.
• Be flexible and fluid in moving between contexts and taught representations.
• Show a high level of pride in presentation.
• Show the confidence to believe they can achieve and persevere when things get difficult.