Mathematics

What does this look like in Maths?

Our teaching of maths recognises that objects, pictures, words, numbers and symbols are everywhere. We incorporate all these elements to help pupils explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they have learnt.

In the Early Years, the curriculum is defined through the Early Years Foundation Stage Profile. The specific area of Mathematics is delivered through explicit maths inputs and in conjunction with the other six areas of learning. It is continuously accessible and is taught through a balance of adult led and child-initiated activities. Through play and practical activities children learn about the world and their place in it. 

Curriculum Intent:

At English Martyrs Catholic Primary School, we strive for our children at English Martyrs to be confident, curious, risk-taking mathematicians who make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasing sophisticated problems.

From the earliest years, we encourage children to ‘have a go,’ to have children notice numbers, patterns, shapes, and connections and to be able to discuss their findings with others. It is important to instil a love of learning from an early age and to teach children that we learn from making mistakes. Being engaged within mathematics is essential to encourage children to talk about their mathematical thinking and allow them to use deep thinking skills. We want pupils to play a full and active part in the lesson, self-evaluating and striving to develop their own reasoning of mathematics.  

We want the children to be aspirational mathematicians where they are fluent in mathematics, use their mathematical thinking to reason with number and apply their skills to solve problems in different subjects.

Curriculum Implementation:

As a foundation for our Mathematics curriculum, we use White Rose Maths. This offers a framework to teach the Mathematics Programme of Study as laid out by the National Curriculum and the Statutory Framework for the Early Years Foundation Stage, alongside other high-quality resources, including National Centre of Excellence in the Teaching of Mathematics (NCETM) and NRICH. White Rose has been influenced, inspired and informed by the work of leading mathematics researchers and practitioners across the world and is based on the latest pedagogical research.

White Rose Maths is our chosen framework for teaching because of its Concrete - Pictorial - Abstract (CPA) approach, which is fundamental to helping children build mental images in their heads, fully understand concepts and spot patterns easily. All classrooms have access to concrete resources which they can use for the CPA approach.

Each lesson focusses on a manageable step of new learning based on the National Curriculum. What a typical lesson looks like:

Flashback: An opportunity for pupils to retrieve and build upon previously acquired skills, through a ‘Last Lesson, Last Unit, Last Year, Challenge’ approach.  This might include quick fire questions, or a group task or game based upon a previous topic.

Teach it: Introduction to new learning with live modelling and explicit addressing of potential misconceptions, Pupils will learn a new concept with the teacher demonstrating often with manipulatives.

Practise it:  Children will try out a new concept working with the guidance of others or the teacher.  This might include the use of whiteboards, paired talk, small group work, closed questions for recall. 

Prove it:  Children will be provided by a range of opportunities to apply their understanding of the concept which they have been taught and practised.  This might be an independent piece of work, an open-ended problem, a group task or discussion to prove their understanding.

Dig deeper:  Within the range of curriculum subjects, pupils will have the opportunity to demonstrate and apply mathematical learning and knowledge within session e.g. Science - using graphs / tables to present information.  In EYFS and Key Stage 1, this might also be shown in enhanced tasks within the maths areas where children can apply a variety of skills and understanding. Open ended tasks will also provide the opportunity to ‘Dig deeper’.

Assessment: Children are assessed throughout the lesson with questioning, live marking and verbal feedback given in the class (as per the schools marking policy). Formal end of unit White Rose assessments are carried out which informs planning of ‘Flashbacks’ for the next term.  Both summative (formal tests) and formative (class observations & learning) support the teachers' assessment of a child. A termly data drop of assessment levels ensures that children can be tracked according to National Curriculum outcomes.

Curriculum Impact:

By the time children in Year 6 leave us, we want them to have the following experiences and understanding:

Knowledge and Skills:  Most children will have the knowledge and skills to be able to:

• Meet National Expectations.

• Calculate efficiently with integers, fractions and decimals.

• Measure accurately.

• Interpret statistics effectively.

• Recognise shapes and their properties.

• Reason mathematically.

• Solve problems related to all of the above.

• Explain and represent their thinking clearly.

• Understand and use maths to enhance their learning across the curriculum.

• Learn from mistakes and persevere when they meet challenges.

Monitoring, Evaluation and Review

At various points in the year the following take place:

• Learning walks and formal lesson observations
• Book looks
• Pupil voice interviews/surveys
• Moderation of learning through book looks (in- school, MAC wide) 
• Data analysis (individual, class, whole school)
• Pupil progress meetings

Each monitoring period allows the school to further develop and support the provision of mathematics within the school. Including opportunities for:

• Observing good practice / participating in team teach sessions
•  Participation in further CPD
• Developing the whole school curriculum to meet the needs of the children.