Maths
“Anything you say to the wise will make them wiser. Whatever you tell the righteous will add to their knowledge.” (Proverbs 9:9)
INTENT
- For all children to become fluent mathematicians that can recall and apply knowledge rapidly and accurately.
- Develop number sense so that children have fluency in calculation and flexibility with number.
- For children to have the confidence to tackle problems by applying their mathematical knowledge to unfamiliar contexts and real-life scenarios.
- Develop conceptual understanding so that children can present a justification, argument or proof when working mathematically.
- Expose children to mathematical language which they can use to reason confidently.
IMPLEMENTATION
Mastery Approach – Mathematics at St. Bernadette’s is taught with a mastery approach. The mastery approach assumes that everyone can learn and enjoy mathematics. Mathematical learning behaviours are developed so that pupils fully engage in reasoning and seek to make connections. We work as part of a Teacher Research Group with our maths hub to continually develop specialist knowledge, working collaboratively to refine and improve our teaching.
Daily Mathematics Lessons – In Key Stage 1 (KS1) and Key Stage 2 (KS2), mathematics is taught using White Rose as a basis for planning. In Early Years Foundation Stage (EYFS), White Rose is used alongside the NCETM’s Number of the Week. Learning in all classes is sequenced using small steps that build on prior learning. Resources from White Rose and the NCETM are adapted to suit the needs of each class.
Mastering Number – In EYFS and KS1, children have an additional mathematics session each day, which is centred around developing number sense and fluency.
Mathemagics – In KS2, children have a daily fluency session, which is used to develop rapid recall of facts, such as times tables, to embed arithmetic, and to practise strategies for performing calculations mentally.
CPA Approach – We adopt a Concrete-Pictorial-Abstract (CPA) approach, meaning that, where possible, children are initially exposed to new concepts through the use of concrete resources. They then use pictorial representations and finally, work with the abstract. Children can refer to concrete/pictorial representations at any stage of their learning.
IMPACT
Assessment – Assessment for Learning (AfL) is ongoing in all classes and informs future planning.
The school also uses summative assessments, written by the National Foundation for Educational Research, in order to support teacher assessment judgements. This tool allows teachers to accurately identify strengths and weaknesses in different areas of mathematics.
End of Key Stage classes use past SATs papers.
By learning in small, carefully sequenced steps, children recall, and build on, prior knowledge when tackling new learning.
As practice is timetabled in daily, pupils have good number sense and work with fluency.
Because pupils are regularly provided with opportunities to reason, they have a rich mathematical vocabulary, which they use confidently.
Pupils report that they enjoy maths; they welcome the challenge of new and unfamiliar problems to solve.
A high number of children reach the expected standard or higher.