Intent
At Rattlesden Primary Academy, we are committed to developing within our children a deep understanding of mathematics through the mastery approach. Children will acquire fluency and a solid understanding of the fundamentals of mathematics, whilst also being able to reason and solve problems confidently using a wide range of mathematical vocabulary. At Rattlesden, we ensure that we deliver a high-quality maths curriculum that is both challenging and engaging for all children. We build their mathematical knowledge in small steps, encourage them to make connections and apply mathematical knowledge across the wider curriculum. We encourage mathematical resilience and perseverance and want them to understand how maths can help them in everyday life.
Implementation
White Rose ‘Schemes of learning’ provide sequential blocks of learning for the whole year, where children meet each area of learning each year, providing a spiral curriculum. Each block provides sequential ‘small steps’ towards meeting curriculum outcomes. Teachers use their professional judgement to tweak with the steps when needed. Each small step provides notes and guidance, mathematical talk prompts, varied fluency and reasoning and problem solving opportunities. Our progression document details how topics/strands progress as children move through the school.
White Rose supports the Concrete, Pictorial, Abstract approach of teaching mathematics that uses physical and visual aids to build a child’s understanding of abstract topics.
Concrete representation: a pupil is first introduced to a concept or idea by representing it with real objects.
Pictorial representation: a pupil now relates their ‘hand-on’ experiences with pictorial representations. Drawings act as a bridge between the concrete objects children have been using and the abstract symbols they must learn to use.
Abstract: at this stage, a pupil can now use abstract symbols to solve problems
In each classroom, you would see a ‘Maths Working Wall’ display; they are a place to support current learning in maths. The working wall is purposeful, helpful and relevant. There will be current key vocabulary and/or sentence stems that the children need to help support their reasoning statements. There may be examples, on flipchart paper, of recent modelling of a concept that the teacher has taught.
A typical lesson would include a Flashback 4 exercise at the beginning of the lesson which covers some previously taught arithmetic based skills. There is a clear model of ‘I do, we do, you do’ on whiteboards. There are lots of opportunities for talk partner time to support a high standard of mathematical language which strengthens conceptual understanding and allows children to explain and reason their understanding. Problem solving/Reasoning based problems will be modelled daily by the teacher. Children will then complete the required independent work which will always be a mixture of fluency/problem solving/reasoning based questions. Extensions/challenges will be in the form of problem solving/reasoning based questions only.
Children in KS2 will self-mark using the answer sheets provided.
To support SEND students, concrete resources and manipulatives are always made available and are clearly, labelled and accessible. Work is carefully differentiated so that children can be successful at their stage of learning. Visual timetables are used to support the organisation of the maths lesson. Visual cues/resources are used to support the child as necessary throughout the session. A learning space is provided that best suits the child. Mathematical vocabulary is integrated into the lesson throughout, with visuals to support new language.
Any misconceptions that arise will be tackled on the day with the child through a ‘magic ten’ intervention, normally occurring after lunch whereby the teacher or LSA will unpick any misconceptions that were apparent from the independent work. Any corrections are made in purple.
Arithmetic sessions will occur at least three times a week from Years 1-6 either through Flashback 4’s or separate arithmetic work. Year 6 for example, will do a longer session of an hour a week, one week being a test and the following week working on individualised areas of need that have been identified from the test in the previous week.
Impact
The impact of our Mathematics curriculum is that our children, across all abilities, move through the curriculum at a similar pace. The small step planning of the White Rose curriculum allows children to move through the curriculum together. Children are able to engage with mathematical discussions and make links between different areas of their learning. Children take part in engaging lessons and are challenged to constantly strive to achieve and develop into confident mathematicians.
Pupil Voice
Through discussion and feedback, children talk enthusiastically about their Maths lessons and speak about how they love learning about Maths. They can articulate the context in which Maths is being taught and relate this to real life purposes. They can find pieces of work that they are proud of and explain what happens when they finish their work or what a magic ten helps them to do. They can explain what resources are available if they need support and the purpose of the maths working wall and how it helps with their learning.
Book Looks
Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above. Our school standards are high, we moderate our books both internally and externally.
Assessment
Termly PUMA assessments allow us to track attainment and progress, using error analysis effectively to target gaps in subsequent lessons. Daily formative assessment is used to inform tweaks to planning, intervention required and any gaps that need addressing.
At Rattlesden Primary Academy, we are committed to developing within our children a deep understanding of mathematics through the mastery approach. Children will acquire fluency and a solid understanding of the fundamentals of mathematics, whilst also being able to reason and solve problems confidently using a wide range of mathematical vocabulary. At Rattlesden, we ensure that we deliver a high-quality maths curriculum that is both challenging and engaging for all children. We build their mathematical knowledge in small steps, encourage them to make connections and apply mathematical knowledge across the wider curriculum. We encourage mathematical resilience and perseverance and want them to understand how maths can help them in everyday life.
Implementation
White Rose ‘Schemes of learning’ provide sequential blocks of learning for the whole year, where children meet each area of learning each year, providing a spiral curriculum. Each block provides sequential ‘small steps’ towards meeting curriculum outcomes. Teachers use their professional judgement to tweak with the steps when needed. Each small step provides notes and guidance, mathematical talk prompts, varied fluency and reasoning and problem solving opportunities. Our progression document details how topics/strands progress as children move through the school.
White Rose supports the Concrete, Pictorial, Abstract approach of teaching mathematics that uses physical and visual aids to build a child’s understanding of abstract topics.
Concrete representation: a pupil is first introduced to a concept or idea by representing it with real objects.
Pictorial representation: a pupil now relates their ‘hand-on’ experiences with pictorial representations. Drawings act as a bridge between the concrete objects children have been using and the abstract symbols they must learn to use.
Abstract: at this stage, a pupil can now use abstract symbols to solve problems
In each classroom, you would see a ‘Maths Working Wall’ display; they are a place to support current learning in maths. The working wall is purposeful, helpful and relevant. There will be current key vocabulary and/or sentence stems that the children need to help support their reasoning statements. There may be examples, on flipchart paper, of recent modelling of a concept that the teacher has taught.
A typical lesson would include a Flashback 4 exercise at the beginning of the lesson which covers some previously taught arithmetic based skills. There is a clear model of ‘I do, we do, you do’ on whiteboards. There are lots of opportunities for talk partner time to support a high standard of mathematical language which strengthens conceptual understanding and allows children to explain and reason their understanding. Problem solving/Reasoning based problems will be modelled daily by the teacher. Children will then complete the required independent work which will always be a mixture of fluency/problem solving/reasoning based questions. Extensions/challenges will be in the form of problem solving/reasoning based questions only.
Children in KS2 will self-mark using the answer sheets provided.
To support SEND students, concrete resources and manipulatives are always made available and are clearly, labelled and accessible. Work is carefully differentiated so that children can be successful at their stage of learning. Visual timetables are used to support the organisation of the maths lesson. Visual cues/resources are used to support the child as necessary throughout the session. A learning space is provided that best suits the child. Mathematical vocabulary is integrated into the lesson throughout, with visuals to support new language.
Any misconceptions that arise will be tackled on the day with the child through a ‘magic ten’ intervention, normally occurring after lunch whereby the teacher or LSA will unpick any misconceptions that were apparent from the independent work. Any corrections are made in purple.
Arithmetic sessions will occur at least three times a week from Years 1-6 either through Flashback 4’s or separate arithmetic work. Year 6 for example, will do a longer session of an hour a week, one week being a test and the following week working on individualised areas of need that have been identified from the test in the previous week.
Impact
The impact of our Mathematics curriculum is that our children, across all abilities, move through the curriculum at a similar pace. The small step planning of the White Rose curriculum allows children to move through the curriculum together. Children are able to engage with mathematical discussions and make links between different areas of their learning. Children take part in engaging lessons and are challenged to constantly strive to achieve and develop into confident mathematicians.
Pupil Voice
Through discussion and feedback, children talk enthusiastically about their Maths lessons and speak about how they love learning about Maths. They can articulate the context in which Maths is being taught and relate this to real life purposes. They can find pieces of work that they are proud of and explain what happens when they finish their work or what a magic ten helps them to do. They can explain what resources are available if they need support and the purpose of the maths working wall and how it helps with their learning.
Book Looks
Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving. Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above. Our school standards are high, we moderate our books both internally and externally.
Assessment
Termly PUMA assessments allow us to track attainment and progress, using error analysis effectively to target gaps in subsequent lessons. Daily formative assessment is used to inform tweaks to planning, intervention required and any gaps that need addressing.
Vocabulary progression
Progression of skills
Maths/Boardgame Club
Each Monday lunchtime, Mrs Haydon runs a club for upper KS2 in Beech class. It's an opportunity to play board games (without sometimes even realising that you are using your maths skills!) or carrying out a fun maths investigation.
Maths around the school
Times Tables
How are your times tables?
All children are expected to know their tables up to and including 12x12 by the end of Year 4.
The statutory multiplication table check will take place in June of each year, for all Year 4 pupils across the country.
Click below to read the government's guidance:
All children are expected to know their tables up to and including 12x12 by the end of Year 4.
The statutory multiplication table check will take place in June of each year, for all Year 4 pupils across the country.
Click below to read the government's guidance:
Useful Times Tables Websites
Other Fun Websites
BBC Bitesize
Great website for an all round introduction to mathematical areas that your child will work through. This website breaks down into separate key stage one and key stage two.
http://www.bbc.co.uk/education
Numeracy Shed
Very interesting website with plenty of maths games, problems and challenges.
http://www.mathematicshed.com/
Maths Frame
Wide range of mathematical concepts are covered in this website. Come and explore.
http://mathsframe.co.uk/
Maths Sphere
Plenty of activities to complete on this website.
http://www.mathsphere.co.uk/
Maths is Fun
Maths explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary.
http://Math is Fun (mathsisfun.com)
Woodlands Primary School
This amazing resources has a vast selection of interactive maths games.
http://primaryhomeworkhelp.co.uk/maths/index.html
Maths Playground
Lots of puzzles, problems and logic on this website. Hours of fun!
http://www.mathplayground.com/
Power Lines
Very addictive game involving addition of small numbers. Its not as easy as you think!
http://www.primarygames.co.uk/pg2/powerlines/powerlines1.html
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