Maths
Intent
At Manorfield Primary School, the teaching of mathematics is designed to enable every pupil to develop within their capabilities; not only the mathematical skills and understanding required for later life, but also an enthusiasm for and fascination about maths itself. We aim to increase pupil confidence in mathematics so they are able to express themselves and their ideas using the language of maths with assurance. We believe that every child should leave Manorfield Primary School with secure mathematical knowledge, sound problem-solving skills and the ability to fully access the secondary mathematics curriculum.
Manorfield Mathematicians will leave at the end of KS2 being able to:
- Approach maths with confidence and resilience
- Explain their thinking clearly and logically using appropriate mathematical vocabulary
- Are given regular opportunities to approach problems independently
- Make independent decisions about strategies to use
- Feel comfortable to make mistakes and learn from them
- Enjoy Maths by making it relevant and meaningful through connections to other areas of the curriculum and everyday life
- Develop flexible, systematic thinking to solve problems
- Have an efficient range of strategies to calculate mentally
- Understand how Maths relates to the wider world through robust links with other subjects
The National Curriculum for mathematics aims to ensure that all children:
· Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately
· Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
· Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Implementation
At Manorfield we follow the White Rose programme, in both KS1 and KS2, which is a detailed scheme of learning that effectively incorporates fluency, reasoning and problem solving, meeting the expectations of the National Curriculum. The programme is effectively sequenced so as to allow for a clear progression in the skills that children develop as they progress through the school, whilst also promoting a real depth of learning within each topic area.
In Reception and KS1, teaching and learning of key maths skills and fluency is supported through the DfE accredited NCETM Mastering Number programme. This project aims to secure firm foundations of number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 and begin KS2 with fluency in calculation and have the confidence and flexibility to use number. Research shows that children with secure ‘number sense’ early on will make more progress later on in Maths and across the curriculum.
Knowing times tables (and their associated division facts) supports mathematical learning and understanding and those children who have a strong grasp of them tend to be more self-assured when learning new concepts. Here at Manorfield,we love our times tables! We use TTrockstars to enhance children’s learning and enjoyment. All children at the end of year 4 now get the chance to show off their times tables knowledge by completing the Multiplication Tables Check (MTC)
We welcome and encourage the children to participate in their learning at home too. Click on the images below to take you directly to some of the websites our children have access to. change links to Numbots, TTRS and Sumdog.
Please note, every child has their own unique login, if you are unsure of yours, please speak to your child’s class teacher.
Planning and Delivery
Teachers plan mathematics on a weekly basis, following the Manorfield Whole school maths overview. In this document, we have broken down the White Rose curriculum into components and end points so we know what all of our children are learning at each point in the academic year. The expectation is that the vast majority of children will move through the curriculum at the same pace, with carefully differentiated work enabling children of differing abilities to access the content with appropriate challenge.
We encourage teachers to use a range of resources and strategies to support the teaching and learning of each unit of work, to allow children to experience variety in the type of work that they do, and to tackle different types of reasoning and problem solving tasks. Our calculation policy gives a clear summary of the methods children are learning in school; you can use this to support your children with their maths homework.
The Manorfield progression document summarises the most important knowledge and understanding within each year group and makes connections between these topics as the children progress from Year 1 to Year 6.
progression in maths at manorfield.pdf
Impact
Assessment in mathematics:
We have three summative assessment points across the year in mathematics: at the end of the autumn term, the spring term and the summer term. Teachers produce data for each child which reflects the level they are working at against the National Curriculum expectations.
The judgments that teachers make are weighted towards teacher assessment, through the evidence in children’s books and the teacher’s ongoing understanding of each child. However, this is also supported by end of term tests, also produced by White Rose, which reflect the content of the term’s learning. There is one arithmetic paper, and one reasoning and problem solving paper. This data is submitted to the maths subject leader and the Senior Leadership Team. The data is discussed with teachers at the termly pupil progress meetings, where the needs of different children are discussed and arrangements put into place to further support their learning, as appropriate. This sits alongside the ongoing formative assessment that teachers make through working with children on a daily basis in their lessons, and through the marking of their work.
Monitoring of mathematics:
The maths subject leader and SLT will monitor the teaching and learning of maths in line with reference to the school development plan, and the expectations of our curriculum intent. Monitoring will take place in the following ways:
· Termly book scrutinies alongside informal book looks
· Planning scrutinies
· Lesson observations
· Pupil voice surveys
The maths subject leader/SLT will lead on the dissemination of good practice in the subject through leading INSET, modelling sessions and co-teaching sessions and support with teacher’s planning and subject knowledge.
Continued Professional Development
The White Rose programme was formally introduced in the 2020 - 2021 academic year, as a whole school scheme of learning. As such, a whole staff INSET was provided by White Rose and the subject leaders at the beginning of the academic year to set the expectations for the implementation of the programme.
Our monitoring and evaluation schedule provides an overview of the maths staff meetings, which develop teachers’ professional subject knowledge.
At Manorfield we work closely with the maths advisor for the local authority. She has begun working with the subject leaders to support individual teachers with planning, and to ensure that the high expectations that we have of the implementation of the White Rose scheme of learning are being met.
Teachers will also attend local authority training pertinent to their year group, or key stage, to ensure that they receive high quality input to then implement into their own practice.