Through our implementation of the 2014 National Curriculum for Mathematics we ensure these four key aims rest at the heart of our mathematics curriculum:
- To become fluent in the fundamentals of mathematics - progressing to application of skills through complex problem solving, so that children may recall and apply knowledge rapidly and accurately.
- To reason mathematically through seeking relationships between concepts and developing arguments using mathematical language.
- To solve problems so that mathematics can be applied by breaking down problems and persevering in seeking solutions.
- To be able to communicate mathematical ideas by speaking and listening, reading and writing
At Leftwich Primary School, these skills are embedded within Mathematics lessons and developed consistently over time. By ensuring that children embed their fluency skills before moving on to more complex mathematics we ensure that children have the confidence to tackle a variety of problems either independently or in collaboration with their peers. We ensure that our children are able to reflect and evaluate on the skills that they have used in order for them to take ownership and pride in their work.
Mathematics is a creative and highly inter-connected discipline that is essential to everyday life. It is critical to science, technology and engineering, and necessary for financial literacy and in the majority of employment forms. An understanding of the world, ability to reason mathematically and appreciation of maths are provided through a high-quality mathematics education. We are committed to ensuring that children are able to recognise the importance of Mathematics in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. Children enjoy Mathematics and experience success in the subject, with the ability to reason mathematically. We develop children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.
Teachers use a Medium-Term Plan developed by the Subject Leader. This has been adapted from White Rose Medium-Term Planning to allow opportunity for consolidation.
Teachers use the NCETM Mastery Assessment materials to drive their short-term planning and integrate a range of resources to supplement including; White Rose, NCETM, NRich, Mathletics, Times Tables Rockstars.
There is a calculation policy that has been shared with all teachers and the implementation of this in monitored by Subject Leader. Teachers ensure that fluency is developed thoroughly during lessons, before moving on to varied questioning. Fluency is then revisited through “Number of the Day, Fluent in Five and Through the Door” activities. Methods that are learnt through each unit of work are displayed on the “Learning Wall” board and consolidated through “Fab Four” and other Kagan activities.
Reasoning is developed through all stages of teaching. Children are encouraged to reason about the structures of mathematics as they are working through their activities, this includes reasoning about the strategies that they are using during the teaching and learning of fluency and the methods of calculation. This is then consolidated with a selection of mastery level reasoning activities. Children who are ready to reason at a deeper level are given the opportunity to generalise about the mathematics involved in the topic they are working on.
Children have the opportunity to reason during the problem-solving elements of the unit of work. They reflect on the strategies that they are using whilst solving problems and evaluate how successful they have been.
Teachers have been provided with support for planning and this includes how to plan the journey to mastery and then extend to Greater Depth. They have been provided with Digging Deeper books which show teachers how to develop a concept through to a deeper level.
There is a “Keep up, not catch up” approach to intervention and teachers and teaching assistants identify those children who need additional support which is completed as part of the lesson or at “Review Time”.
For children working below their current year group, teachers identify the year group that children are currently working at and adjust their planning accordingly. Children may also be tracked at a lower year group for assessment purposes.
Teachers assess coverage and achievement against the National Curriculum using the First4Maths Assessment Tag grids as well as the SIMS electronic monitoring system.
An in-school moderation meeting happens each term and teachers work with their parallel teacher to moderate each other’s assessments prior to attending any external moderation that may take place through the Maths Hub network.
Findings from moderation are collated by Mathematics Subject Leader and Consultant and next steps for planning and assessment are decided based on the outcomes of this.