Mathematics

Vision of Mathematics at Shibden Head Primary Academy

Maths: an accumulated understanding that takes them beyond the everyday and must be mastered.

Intent

At the centre of the Shibden Head’s approach to mathematics is the belief that all pupils are empowered to succeed. Mathematics teaches a child how to make sense of the world around them through developing their ability to calculate, reason and to solve problems. Our maths curriculum is based on the Early Years Framework and the National Curriculum. Pupils develop their mathematical knowledge and skills required in everyday life and build their resilience to become successful learners to make whichever choices they aspire to in later life. Exposing the children to how maths is linked to the world of work and daily life not just in the classroom will fully equip them to support them in tackling varied and challenging problems in our fast and ever changing world, being successful individually and as part of a community.

Adaptation is made for the very small number of children who are working well below age related expectations so that they can access learning that meets their needs and allows them to make progress from their own starting points. Vocabulary is a key focus in our maths lessons and underpins every lesson taught from Reception to Key Stage 2.

Implementation

Developing a ‘Mathematical Mindset’ in every child enables them to proactively self-regulate and take ownership of their learning through metacognition, reflecting on learning and developing resilience. Children develop mathematical fluency and deepen their conceptual understanding by tackling varied and challenging problems. Similarly with calculation strategies, pupils demonstrate their understanding of these procedures through the use of concrete materials and pictorial representations to ensure fluency and depth of understanding.

The principle of the concrete-pictorial-abstract (CPA) approach is that for pupils to have a true understanding of a mathematical concept, they need to master all three phases. Reinforcement is achieved by going back and forth between these representations. Pupils who grasp concepts rapidly are challenged through rich and sophisticated problems before any acceleration through new content. Those pupils who are not sufficiently fluent with earlier material have opportunities to consolidate their understanding, including through additional practice, before moving on.

Making connections in mathematics deepens knowledge of concepts and procedures, ensures what is learnt is sustained over time, and cuts down the time required to assimilate and master later concepts and techniques.

At Shibden Head Primary Academy we are committed to a Mastery approach to teaching maths. We do not follow a set scheme; instead we utilise the best resources available including NCETM resources, NRICH, White Rose Maths and Power Maths.  Examples of planning can be seen on the maths section of the website under the ‘Learning’ tab.

The content and principles underpinning the 2014 Mathematics curriculum and the Maths curriculum at Shibden Head reflect those found in high-performing education systems. These principles and features characterise this approach and convey how our curriculum is implemented:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in daily maths lessons. The large majority of children progress through the curriculum content at the same pace
  • The EYFS learning environment includes visual images, models and number resources to stimulate interest. We give all the children ample opportunity to develop their understanding of number, measurement, pattern, shape and space, through varied activities that allow them to enjoy, explore, practise and talk confidently about mathematics. Mathematical resources are readily available both indoors and in the outside learning environment.
  • Lessons are structured using the TRY (introducing and practising new objectives), APPLY (applying objectives in context) and FLY (deepening learning) approach. This terminology is used by staff and children and evident on displays and in books.
  • There is a strong focus on developing mathematical vocabulary; this features highly in lessons and on displays and is constantly reinforced by staff working with children.
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. More able pupils will be given opportunities to apply skills across a range of contexts, demonstrating greater depth of learning, rather than moving onto objectives from the next phase. Where children are working well below ARE, a personalised curriculum is devised with access to year group objectives wherever possible.
  • Teaching is underpinned by a sequential and progressive curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts.
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up.
  • Teachers have a strong subject knowledge which results in confident delivery of lessons.
  • Pre and Post Learning tasks help to inform planning and assess children accurately.
  • Metacognition helps children to become more reflective and resilient learners.
  • Ongoing assessment features immediate verbal feedback in lessons to which children respond in green pen. This helps to address misconceptions straight away.
  • Each class has a working wall which shows prior learning for the units being taught, models and images (WAGOLLs), mathematical vocabulary and examples of children’s work. This wall, and resources set out on the ‘enable table’ are used by children to support their learning within the unit.
  • Times Tables Rockstars has been designed to support the development of rapid recall of multiplication facts and the corresponding division facts for all pupils across KS1 and KS2. Maths teachers recognise how fundamental times table recall speed is to later success in maths lessons.
  • Incorrect answers are always immediately corrected in front of the pupil so that they start to associate the correct answer to every question.
  • More than that, the clever code behind the scenes works out which times tables facts each pupil is consistently taking longer to answer and then it gradually starts to present these facts more frequently until pupils have mastered them.
  • It will also ask related division questions 20% of the time in order to reinforce division facts.
  • Lesson time isn’t wasted – TT Rock Stars is lightning fast. Once pupils are logged in, they can begin a game in one click.

To ensure whole consistency and progression, the school uses the DfE approved White Rose Maths scheme and the school’s ongoing engagement with the DFE funded Maths Hubs programme continues to ensure that staff at all levels understand the pedagogy of the approach.

New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, as well as promoting an awareness of maths in relatable real-life contexts that link to other areas of learning. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. The class teacher then leads children through strategies for solving the problem, including those already discussed.

Independent work provides the means for all children to develop their fluency further, before progressing to more complex related problems. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson also provides the mean to achieve greater depth with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within the lessons as appropriate.

Impact

  • The school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others.
  • Children enjoy maths and engage positively in their learning. They acquire the necessary knowledge and skills which they apply in a variety of contexts across the curriculum in daily life.
  • As a result of high-quality teaching, children are well equipped for the next stage in their education.
  • Current actions for maths are improving progress as children move through school, so that in 2020 progress scores will be positive.
Long Term Plan

In Reception objectives are taken from the EYFS Curriculum.  Each year group in key stages 1 and 2 cover a number of National Curriculum objectives in each domain over the course of the school year. Please refer to the DFE’s National Curriculum for KS1 and KS2 for an overview of each domain covered in each year group to help give you an idea of how to help support your child at home.

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study

**Please note that sometimes this overview will change slightly to ensure pupils access all areas of the curriculum and are confident and secure in their key skills. Please use Year Group Notice boards to double check domains being covered in each year group.**

 Shibden Head are TT Rockstars

TT Rockstars has been designed to support the development of rapid recall of multiplication facts and the corresponding division facts for all pupils across KS1 and KS2.

  • Maths teachers recognise how fundamental times table recall speed is to later success in maths lessons; yet it’s not always easy finding engaging ways to do daily practice. TT Rock Stars (the paper version) has been used in many schools across the UK since 2010 and the feedback is that pupils and teachers love it. I’m confident everyone will enjoy the online version even more!
  • Incorrect answers are always immediately corrected in front of the pupil so that they start to associate the correct answer to every question.

More than that, the clever code behind the scenes works out which times tables facts each pupil is consistently taking longer to answer and then it gradually starts to present these facts more frequently until pupils have mastered them.

It will also ask related division questions 20% of the time in order to reinforce division facts.

  • Lesson time isn’t wasted – TT Rock Stars is lightning fast. Once pupils are logged in, they can begin a game in one click.

How it works in class:

  • Worksheets are printed out for the half-term and stapled into a booklet for each student.
  • The teacher will then start the onscreen stopwatch and the music and the children start completing the sheet.
  • Each day there’s a time limit of 3mins.
  • When the time is up, teachers nominate students to read out a column of answers. They self-mark in green pen.
  • Once they have their score and time for the day, they file the booklet away.
  • On Friday, after they’ve marked the sheet, they work out their total score and their total time and call it out to me as it is entered straight on to the website.
  • The website automatically calculates their average time per question and converts it to a rock status.

Calculations

Use the link below to help support your child at home, using the calculation strategies and language used in school. The link will lead you to a page of videos, linked to the many different domains we cover, and will enable you to see how your child has learned to calculate answers and solve problems.

EYFS Development Matters

https://www.ncetm.org.uk/public/files/25120980/NCETM+Calculation+Guidance+October+2015.pdf

 

Policy:

Addition

Subtraction
Multiplication
Division

National-Curriculum-Progression-Primary

Vocab for each year group

Videos of methods used in school: