Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Implementation
To ensure whole-school consistency and progression, Mathematics is planned using the White Rose in the EYFS and KS1, and the use of White Rose small step progression is continued into KS2. This is fully aligned with the National Curriculum.
In EYFS, KS1 and KS2, maths challenges are presented with objects (concrete manipulatives) and pictorial representations. Lessons focus on both conceptual and procedural knowledge and the large majority of children progress through the curriculum content at the same pace.
Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time.
Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts. Every class from Year 1 upwards do regular spaced retrieval through 'Flashbacks' to help them recap and retain knowledge.
Also see Mathematics and Calculation Policy attachments below.
Fluency – We recognise that ‘fluency’ is not just about remembering facts and develop all aspects of fluency through lessons; additional practice is given when children need more time to become more fluent in a particular area. We aim to automaticity with procedures and key knowledge to reduce cognitive overload. Please also see our Progression of Number Fact Fluency and Times Tables document that summarises the knowledge learnt through the Mastering Number sessions in EYFS and KS1, continuing into times table knowledge to be learnt throughout KS2.
Questions to challenge thinking – teachers use questioning throughout every lesson to check understanding – a variety of questions are used, but you will hear the same ones being repeated; How do you know? Can you prove it? Are you sure? Is that right? ‘What’s the value? What’s the same/different about? Can you explain that? What does your partner think? Can you imagine? Can you persuade others? Can you give me another example? How many possibilities?
Questions are also used to challenge children who have grasped the concept. Children are expected to listen to each other’s responses and may be asked to explain someone else’s ideas in their own words, or if they agree/disagree etc.
At times, children may record work during the teaching input. At times, this will be an independent task, depending on concept being taught. The recording that does take place however, shows greater depth of understanding and intelligent practice. We do not want children to attempt independent recording until we believe they are secure with the concept.
Discussion and feedback – pupils have opportunities to talk to their partners and explain/clarify their thinking throughout the lesson, but are expected to complete written work independently (unless working in a guided group with the teacher).
SEN pupils – may be supported by additional adults or different resources. They may also complete additional activities outside of the mathematics lesson. Ways to support these pupils are highlighted purple. Maths packs are available in every class with additional resources such as multiplication squares, etc. We have a whole school document which serves as a reminder to all staff as to best practice for supporting pupils who have special needs. We have high expectations of all children and strongly believe that all children are equally able in mathematics. Some may take longer to grasp concepts and may need careful scaffolding or extra time/support but they can still achieve!
Assessment and Knowledge Retention–White Rose maths termly assessments are used to give a maths age and a standardised score and this is uploaded to inschool trackers.
Impact
As well as assessment for learning during lessons, regular and ongoing assessment of the pupils’ outcomes informs teaching, as well as intervention, to support and enable the success of each child.
We use a variety of strategies to evaluate the knowledge, skills and understanding that our children gain as they progress from Nursery to Year 6:
- Regular feedback marking and pupil voice feedback
- Subject monitoring, including planning scrutinies, book looks and learning walks
- Regular low stakes knowledge assessments, using WR end of block tasks and flashbacks
- Termly WRM tests to support our teachers’ assessment
These factors help us to maintain high expectations and high standards in Mathematics, with achievement at the end of KS2 normally in line with the national average and an increasingly higher proportion of children demonstrating greater depth, at the end of each phase.