At Walford Nursery & Primary School, we aim to provide a learning atmosphere which gives children the opportunity and confidence to discuss, investigate and enjoy mathematics and so develop into successful mathematicians in their adult life.
At Walford Nursery & Primary School, we recognise maths as an essential life skill and we are committed to ensuring that all children have a positive and meaningful experience of the subject. We aim to present maths as a challenging, exciting and relevant subject in order to promote a confident attitude.
We have a mastery approach to the teaching and learning of mathematics. The rationale behind this approach to teaching mathematics lies within the research from the Teaching for Mastery Specialist Teacher Programme, the NCETM / SHaW Maths Hub as well as the National Curriculum, which states:
The expectation is that most pupils will move through the programmes of study at broadly the same pace.
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.
Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
At Walford, children will:
The intention of the Maths curriculum at Walford is for its pupils to become competent, curious mathematicians. Mathematical skills and knowledge will be taught, explored and revisited so that pupils know more, remember more and can therefore apply more. Children will develop resilience and self-confidence in applying their learning skills and knowledge. The collaboration between peers and their class teacher will drive the learning and inform the content, strategies and real-world contextualisation to maximise on the progress and learning opportunities.
Through wider curriculum links, we strive to embed maths throughout the curriculum, bringing the subject to life. We go beyond the minimum requirements within the National Curriculum as we aim to prepare the children for later life in the ‘big, wide world’ and for the next step in their education. We need the children to know the relevance of their learning and that maths is essential to everyday life.
What does our Mathematics Curriculum look like?
We have adopted a teaching for mastery approach in Mathematics, following extensive CPD for staff, for the planning, delivery and engagement with mathematics. We have shared expertise and good practice with other schools, through SHaW Maths Hub (our local Maths Hub).
We primarily use the NCETM Prioritisation documents supplemented with the White Rose Maths material to plan mathematical units that are explored progressively, drawing on resources, data and suggestions from reliable sources such as NCETM and nrich.co.uk to link mathematical talk and knowledge across the various units, e.g., multiplication and area.
When planning for objective coverage, teachers are expected to take the following mastery strategies into account:
Cold and Hot Tasks are used to assess children’s prior learning (Cold Task) and knowledge and skills at the end of a unit of work (Hot Task). Teachers use summative assessments published by NfER and input data to SIMs to track every child each term.
End-of-year assessment will be completed in May (Years 2 and 6 SATs) or June (rest of the school) to provide a snapshot of individual annual progress. In addition, NFER assessments are undertaken in Year 1 – Year 6. Teachers will use these to track progress and identify areas of need for their cohort.
Teachers are expected to audit their subject knowledge of Maths; completing personal research (as and when necessary) to ensure their own teaching of concepts is accurate and appropriate for their year group. The Maths Leader, with the support of the SHaW Maths Hub, will provide training, planning support and ‘book look’/ environment feedback to improve staff confidence and expertise, ensuring a consistent approach from EYFS through to Year 6 (including Year 7 transition).
At Walford, in line with the National Curriculum, we aim to ensure that pupils:
At Walford, we believe that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are organised into distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge and understanding to science and other subjects, and will be provided with opportunities to do so.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. ‘Live marking’ and incisive, verbal feedback alongside written feedback will identify those children rapidly within a lesson. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice (post teaching intervention, homework etc.), before moving on.
Features of a lesson
Children will be supported by:
The aim is to ensure that all pupils make progress and gain positivity from each lesson. All teachers aim to:
For children with a special need in mathematics, their target will be included on their group or Individual Provision Map (IPM), where appropriate.
In order to support children with additional needs:
Teaching is focused, rigorous and thorough, to ensure that learning is sufficiently embedded and sustainable over time. Long-term gaps in learning are prevented through speedy teacher intervention. More time is spent on teaching topics to allow for the development of depth and sufficient practice to embed learning. Carefully crafted lesson design provides a scaffolded, conceptual journey through the mathematics, engaging pupils in reasoning and the development of mathematical thinking. The timetable has been adjusted so that ‘same day intervention’ is possible.
At times, children may need specific 1:1 support in order to ‘keep up’ with the rest of the class. The following intervention programmes are used, when appropriate, to help children who are currently performing below age – related expectations:
These are usually taught by teaching assistants, class teachers or the SENCo, through small intervention groups in addition to class lessons.
Children will be challenged by:
Extending More Able Pupils
As outlined in the NCETM materials, teachers will adhere to ‘Teaching for Mastery’: a set of pedagogic practices that keep the class working together on the same topic, whilst at the same time addressing the need for all pupils to master the curriculum and for some to gain greater depth of proficiency and understanding. Challenge is provided, by going deeper, rather than accelerating into new mathematical content.
Children who are capable of achieving above age related expectations will be identified from Year R. These children will be monitored, through termly progress meetings, to ensure experience of the curriculum in depth, in order for them to achieve mastery at greater depth. Regular staff CPD ensures that teachers have an understanding of the difference between those achieving mastery and those working with mastery at greater depth.
Our Mathematics curriculum facilitates sequential learning and long-term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining, to aid retrieval at the beginning and end of a lesson or unit. This will enable all children to alter their long-term memory and know more, remember more and be able to do more as mathematicians.
The exploration of mathematics should be interactive and engaging, with content made relevant to children’s real- world experiences and contextualised thus to support consolidation and retention of knowledge and skill.
Children should approach mathematical study with confidence and enthusiasm, and view tasks and challenges that call for application of varied knowledge across units of work with resilience and a willingness to collaborate.
Approach and response to reasoning activities should improve term on term, with the expectation
that by the end of the year, children are happy to accurately define and use mathematical vocabulary introduced by their teacher, as well as complete stem sentences to complete mathematical statements or reasoning.
Teaching and support staff should also see mastery maths as an opportunity to highlight and further improve concepts that have a clear impact on progress and learning, while also analysing and evaluating practice to ensure it is enhanced and strengthened.
THE NATIONAL CURRICULUM
Knowledge, Skills and Understanding
In KS1 and KS2, teachers use the National Curriculum for Mathematics as the basis of our mathematics teaching to ensure complete coverage of all aspects of mathematics. To supplement this further, we use our agreed approach stated in our Maths Calculation Policy, which guides our children though the four operations from EYFS to Year 6. This immersion in mathematics from EYFS to Year 6 ensures that from an early age, children become competent in mathematics, fostering their ability to:
Breadth of Study
At Walford, we believe that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. We begin this representation exposure in our EYFS setting. The programmes of study are organised into distinct domains (we use the NCETM Prioritisation documents and White Rose Materials to ensure coverage, progression and consistency of approach/ models/ images etc.), but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.
Through careful planning and preparation, we aim to ensure that throughout the school, children are given opportunities for:
By the end of Year 6 all pupils should: