Maths

Intent (We aim to...)

Children learn through a concrete, pictorial and abstract approaches in line with a mastery approach. Teaching builds on secure foundations of both conceptual and procedural understanding. The progression of skills steadily builds on prior learning to develop a broad and deep learning experience.

In lessons, children actively discuss efficient ways of approaching tasks, knowing when best to apply facts and strategies in their work. Classrooms foster a culture that every one of us are mathematicians.

Our curriculum is designed to deliberately build upon existing learning, building from secure foundations through a mastery approach. Traffic light activities at the beginning of every lesson re-visit learning from the previous lesson, previous week and previous unit (although not necessarily fixed to this structure). Children make sense of their learning and gain a secure understanding of how and when to apply strategies to overcome problems.

Progressive units, revisited throughout the year, ensure children make strong links with their prior learning. Children are given plenty of opportunities to develop their reasoning skills in lessons, using verbal discussions and written reasoning in their exercise books to highlight key learning points. Links are made between Maths and other curriculum areas. Classes are exposed to rich mathematical vocabulary and terminology, carefully selected and discussed in class as it is taught, through the use of Vocabulary Pyramids. 

Children are active participants in their own learning and are actively encouraged to make their own reasoning points, using red pens. Guided through quality first teaching and instruction, classes develop the skills to practise and apply their understanding, and develop theories and conjectures that are investigated in lessons. On a yearly basis, children are selected to complete Pupil Voice questionnaires to ascertain attitudes towards the subject and assist the subject lead in making future plans.

Children are given the tools to make sense of the vast world of mathematics, its relevance to their own lives and the impact it can have on their futures. At St. Andrew's, we motivate and empower children to overcome problems with resilience and curiosity. All children are involved in lessons, regardless of their level of understanding or socio-economic background. We strongly believe that children are mathematicians for life and are invested in their mathematical success beyond Year 6.

Parents and families are seen as being key to the success of a child in Mathematics. Families are offered assistance in understanding what and how their child learns through the use of regular Parent Workshops. 

Implementation (We will achieve our aims by...)

Classroom practice follows the 2014 National Curriculum. This is underpinned by a Maths Mastery approach, developed by the NCETM and the Maths Hub initiative. Our approach ensures that fluency is at the heart of learning to ensure conceptual and procedural understanding is deep. Teaching follows a systematic approach and concepts are introduced in a logical manner, to support successful learning. Our calculation policy, developed in-line with the White Rose resources, is used to inform planning and ensure consistency in procedural understanding.

In Maths lessons, a range of tactile and concrete resources are used to support learning. This is common practice across the school and not reserved for younger year groups. The classroom itself is seen as a vital resource. Rich vocabulary is displayed in a deliberate way using a Vocabulary Pyramid, to develop deep and rich understanding. Presentation is modelled to the children to ensure efficiency in calculations and maintain high expectations of work that the children can be proud of. Classes also make use of online resources to assist learning: Times Tables Rockstars (and Numbots) is used to develop procedural fluency and rapid recall of times-tables facts, and MyMaths is used to set weekly homework tasks.

Daily Maths lessons are developed through a sequential development of key learning points, ensuring children have ample opportunity to to develop understanding of a unit in order to be successful. Each lesson is delivered in such a way to ensure that the needs of all learners is met. All lessons include revisiting prior learning, especially through the use of traffic lights at the start of lessons. Additionally, all lessons include a dedicated activity targeted at developing times-tables understanding relevant to the year group. 

Planning is advised by the White Rose resources, and the White Rose long term plan is used as a suggested overview in each year group. Staff plan learning to meet the needs of children in each respective year group and this may include revisiting prior learning in more detail in order to create stronger foundations for future learning. Staff are readily aware that the time allowed for certain strands of the Mathematics curriculum, namely Geometry and Statistics (as identified in the 2023 DfE Subject Report), is not always sufficient and actively look for ways for these strands to be taught alongside others at relevant points in the school year, or in other curriculum areas like Science.

Assessment is ongoing through formative assessment, heavily informed by the school's active feedback policy. Summative assessment, which takes place towards the end of a half-term, are used to make judgements of children's progress and identify areas for development. Children may self-assess their own work through the use of purple pens in lessons, guided by the class teacher. 

The classroom environment is built around a culture of curiosity and shared learning. Children may often use chants and sentence stems to highlight key learning, and they are encouraged to discuss and share their thoughts with each other. Children are praised for attempting problems and inevitable mistakes are not seen as weaknesses, rather topics for discussion in class so that children develop a deeper understanding of key concepts. Displays and working walls are updated with current concepts and reflect the learning taking place in the classroom. 

Impact (We will monitor and measure our aims by...)

Our children have a keen enjoyment of their Maths lessons and feel driven by the positive atmosphere in lessons and making noticeable achievements. We know this as an outcome of Pupil Voice questionnaires, that are taken at least once a year. Our children also noted that they enjoy using Times Tables Rockstars and solving challenges in class. Our children are keen to answer questions about the subject and enjoy discussing what they have learned. Maths lessons are consistently good and teacher judgements are informed by formative assessments in lessons and summative assessments in the form of half-termly checks. NFER materials are used to diagnose gaps in understanding in each year group, which then informs future planning. Children's work is monitored alongside book looks on an termly basis (three times a year). The subject leader meets with their respective governor at least twice a year to discuss their targets for the subject, areas for development they've identified, and aspirations they have for the subject.