Maths

Intent:

At Peover Superior Primary School, we aim to develop fluent and proficient mathematicians through our practical and investigative approach to the teaching and learning of Mathematics.  From EYFS to Year 6, we aim to develop pupils’ confidence in Mathematics whilst promoting and developing their enjoyment and enthusiasm through carefully chosen and varied tasks, opportunities for exploration and a strong emphasis on dialogic talk.  We aim to cover National Curriculum requirements thoroughly, systematically and progressively.  Through our Mastery approach to teaching and learning, we are able to ensure that pupils develop a secure understanding of mathematical concepts: we not only focus on developing fluent mathematicians with a quick and accurate recall of number facts but we ensure that our pupils are able to reason and problem-solve in a variety of contexts, making them well-rounded mathematicians.  At each age and stage, we intend to give children opportunities to follow a line of enquiry, identify relationships, make generalisations and give verbal and written responses which provide justification, proof and contain accurate mathematical language.  We aim to give children mathematical experiences which show them first-hand the uses of Mathematics in everyday life; through applying mathematical understanding to other curriculum subjects, children are shown the importance Mathematics plays in all of our lives. We aim for all learners to feel supported within Mathematics lessons through the use of concrete and pictorial apparatus to represent mathematical concepts; talk partners to verbalise and share strategies and activate prior knowledge; carefully planned progressive tasks which develop children’s confidence with concepts before moving on and timely teacher or teaching assistant support as required.  We intend to carefully plan interventions for children who require additional support following Mathematics lessons through Same Day Interventions (SDIs) and utilise evidence-based mathematical programmes and interventions (such as Power of 2) for children with significant gaps or Special Educational Needs and Disabilities so that all of our pupils have the best start on their mathematical journey. 

Implementation:

Our Mathematics curriculum is designed to:

  • Ensure pupils gain a secure conceptual understanding of mathematical concepts through our Mastery approach to teaching and learning which incorporates the 5 Big Ideas: Representation and Structure, Mathematical Thinking, Variation, Fluency and Coherence. 

  • Develop confident and fluent mathematicians who have the ability to recall and apply knowledge rapidly and accurately.  This is achieved through arithmetic sessions for the first 10 to 15 minutes of Mathematics lessons in which previously taught concepts are revised and rehearsed, as well as daily fluency sessions which enable strategies to be reviewed and consolidated, allowing pupils to bridge back and activate prior learning as well as ensure that over time they know and remember more.  When new concepts have been taught, fluency questions are incorporated into children’s tasks so their confidence can be developed prior to harder question domains being used in reasoning and problem-solving tasks.
  • Ensure multiplication tables are taught and practised effectively.  Children are taught multiplication tables in a structured way and the emphasis is on ensuring children have a secure conceptual understanding of multiplication tables.  The use of Numicon, bead strings, counters, arrays and number lines are modelled so that children have strategies to calculate multiplication facts which they cannot recall quickly and over time we aim for pupils to reduce the use of these scaffolds.  Spaced rehearsal of multiplication facts is regularly incorporated into arithmetic starters in the Mathematics lesson and Percy Parker, Times Table Rockstars, Mathletics and our weekly Times Table Club are utililised to support learners in becoming confident with their recall of multiplication tables. 
  • Provide opportunities for revision and consolidation of concepts which have been covered previously in the school year to ensure learners are as secure as possible in their mathematical understanding before moving into the next year group.  The long-term planning suggests the objectives which should be revised during consolidation weeks and teachers add to these if their formative or summative assessments have highlighted other gaps in children’s understanding.
  • Provide opportunities for children to reason mathematically: developing a systematic approach, identifying patterns and connections, making generalisations and developing their ability to devise coherent, concise justifications which provide evidence and accurate use of mathematical language.
  • Develop children’s resilience and perseverance when problem-solving by giving them regular opportunities to solve a variety mathematical problems; encourage children to bridge back and activate their prior learning including their knowledge of self, task and strategy so that they can draw upon previous experiences of solving problems; carefully plan opportunities for talk in pairs, as a group or as a class so that strategies can be developed and shared; scaffold problems by breaking them down into a series of manageable steps and provide instances which allow pupils to apply their knowledge of mathematical concepts to other contexts, including to other aspects of Mathematics and other curriculum areas.
  • Ensure all pupils, regardless of age and stage, have regular access to concrete manipulatives such as Numicon, Base Ten, Multilink, bead strings, place value counters and tens frames to expose mathematical structure.  We aim to develop a secure conceptual understanding through concrete apparatus before moving onto the use of pictorial representations such as part-whole models, number lines, place value charts, bar models and arrays.  Once children have developed a solid understanding of a concept, we finally move onto the abstract form of a calculation or problem. 
  • Ensure teaching is based on guidance produced by the Education Endowment Foundation (EEF) and staff regularly receive Continuous Profession Development (CPD) so that their knowledge of mathematical pedagogy is constantly developing and improving.   Staff use National Centre for Excellence in the Teaching of Mathematics (NCETM) Professional Development materials to support their pedagogical understanding of mathematical concepts and there is ongoing dialogue between all staff, the Mathematics Subject Leader, Director of Maths and Cheshire and Wirral Maths Hub so that support and advice can be given.      
  • Ensure teaching is informed by assessment.  Two summative assessments take place each year in Reception, Year 1, Year 3, Year 4 and Year 5.  More regular summative assessment is used in Year 2 and Year 6 to ensure children are prepared for national testing and staff can make timely use of diagnostic analysis.  In all year groups, staff use diagnostic analysis to inform the next steps for lessons so that any gaps in knowledge which children have can be rectified quickly and effectively.  Data from summative assessments is regularly fed back to the Local Academy Committee and staff and feeds into the School Development Plan so that staff can respond to the needs of children quickly.  Formative assessment takes place in daily Mathematics lessons and verbal feedback is provided within lessons so that misconceptions can be dealt with there and then.  Staff use traffic light highlighting (red, amber and green) on long-term planning to ensure that any unmastered objectives are prioritised during consolidation weeks.
  • Ensure common difficulty points are used at the beginning of Mathematics lessons to evoke pair, group and class discussion and support learners to develop a secure understanding of new concepts.  Similarly, staff effectively use common misconceptions through lessons as discussion points so that pupils can learn from their own and other children’s errors and further modelling, explanation and scaffolding can be used as required.
  • Ensure children are motivated to learn Mathematics by: self-regulation strategies being modelled and used in lessons; use of scaffolding and smaller numbers to develop confidence before more difficult questions domains are used; positive attitudes to Mathematics are verbalised and displayed around school; staff and parents are involved in showing children the everyday uses of Mathematics in our lives and visitors are invited into school to talk about how Mathematics is a fundamental skill required in their careers and adult lives.  World Maths Days are celebrated in October and March each year so that children can enjoy the real life uses of Mathematics and their engagement in the subject can be fostered further.
  • Ensure interventions are used effectively to support pupils with their knowledge, understanding and confidence in Mathematics.  Same Day Interventions are used whenever possible so that those learners who have found a concept challenging within the Mathematics lesson can have further explanation, modelling and practise and any misconceptions can be dealt with prior to the next lesson.    
  • Ensure children with Special Educational Needs and Difficulties and children who have significant gaps in Mathematics are carefully planned for through pre-teaching of concepts in readiness for Mathematics lessons; regular and effective teacher and teaching assistant support within Mathematics lessons and specialised interventions such as Power of 2 being utilised effectively if children have a particular area of Mathematics that requires attention.  Staff aim to ensure that all children are able to access Mathematics lessons but in cases when children are working significantly below their year group, we plan carefully to adapt the curriculum to meet their needs.
  • Ensure more able children are challenged within Mathematics lessons by staff moving them onto more difficult question domains sooner – fluency questions are reduced so that more able learners can try reasoning and problem-solving tasks earlier in the lesson.  Additionally, Aspire Trust’s Maths Challenge is attended by more able learners and they have the opportunity to work collaboratively against other schools in the Trust.