Intent: Why we teach Mathematics

At St Mary’s we develop high standards throughout the school by enabling our children to develop core mathematical skills across a range of contexts. We aim to teach children core skills based on the National Curriculum. Our aim is to make children confident, efficient and fluent mathematicians. Children at St. Marys will have the opportunities to become problem solvers and opportunities to articulate their thoughts and processes.

We give children mathematical knowledge they can draw on and then allow them to use this knowledge, deepen their understanding of number.

Children at St Mary’s will know that mistakes allow them to develop and provide them with opportunities to learn.

Implementation: How we teach Maths

The intentions for the year will be set out by teaching staff at the beginning of the year ensuring that all areas of mathematics are covered over the year. This information is stored in a central area where it is visible for all. Staff plan individual lessons based on the outcomes of the National Curriculum. They take into account prior learning, although lesson may be planned in advance, they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils.

All lessons at St Mary’s will include a number fact, shape or measure focus and a counting focus, which may be linked to prior or future learning. Most lessons include peer discussion and collaborative work. A challenge is provided in every lesson. Calculation is taught in line with the Calculation Policy, children should be encouraged to use mental strategies where possible and should not use formal methods until they show a solid understanding of the mathematics except in circumstances personal to the children. In most cases all children should be expected to work at their year group level during whole class work and withdrawing children from whole class should be kept to a minimum. Children working below age related expectation are supported by peers, staff and appropriate resources, in order for them to work at their year group level. Children working above age related expectation should be give opportunities through challenge to deepen their understanding. These should be made available in every maths lesson. Learning objectives are shared every lesson either at the beginning or the end of the session.

Resources are kept in a central area for use by all classes. Some classes may keep some resources in their classrooms. SSAs may keep resources personal to the child they are working with

Each classroom / resource area should have a maths display relating to current work. The maths display should be updated regularly to reflect the pace of learning. Displays can include: key vocabulary, children’s work, teacher modelling, visual prompts and questions to develop reasoning skills.

Impact : What mathematics gives to our children

Our children have a rapidly developing understanding of number. They are able to talk more confidently about how our number system works and how to calculate using a variety of methods. They can then apply this to be able to solve problems and make links across other areas of the curriculum. They progress well throughout each year group. Children are given examples of real life mathematics and the importance of mathematics is stressed during their time at St. Mary’s. They are prepared well for KS1 and KS2 assessments but more importantly have a mathematical knowledge and understanding that they can use in their everyday lives.

Feedback and marking is done at the point of contact wherever possible. Children self and peer mark as directed by the teacher whenever possible and feedback is given at this point either to an individual, group or class. Teachers look at books on a regular basis highlighting learning objectives and addressing any misconceptions that have gone unaddressed. This directly impacts future planning. Marking is done in line with the Marking Policy. Green comments move learners on and progress is then visible afterwards.

Assessment is continuous during all lessons as teachers talk to and support children. Secondly assessment is carried out when collecting books at the end of sessions. Assessment is recorded using Target Tracker, both steps and statements once every half term. Summative assessment is carried out twice per year. End of unit assessments may be created using Rising Stars Assessment Bank to help make a teacher judgment on each child’s ability, this may also be used to inform the steps and statements in Target Tracker. End of year Assessments should be able to be backed up with evidence from Target Tracker, end of unit tests, books and arithmetic scores. A selection of children may be moderated to assure accurate data.

Mr Balsamo- Maths Lead