Maths
Maths
Intent:
We positively encourage all of our children to believe they are all mathematicians. We promote the White Rose theory that Everyone can do maths as this gives each pupil a chance to BELIEVE in themselves as mathematicians. It is our intention that all of our children have the ability to recall and apply knowledge rapidly and accurately, reason mathematically by following a line of enquiry and being able to prove their mathematical reasoning by using mathematical language to solve increasingly sophisticated problems. The children should also have the opportunity to use their mathematical skills in other areas of the curriculum.
Implementation:
EYFS children are taught daily session with Mastering the curriculum and Number mastery. Staff observe and provide consolidation activities in the form of continuous provision. Maths is taught by using the White Rose Small Steps Planning. Planning includes a daily fluency session which goes over previous learning and then the standard maths lesson which follows the White Rose Scheme. Maths vocabulary from each unit of work is displayed and maths stem sentences are used to aid children with their reasoning and problem solving. Each class has access to high-quality maths resources so that the children can physically manipulate numbers.
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 in the form of our challenges. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. Pause and stretch days follow assessments to give time to ensure pupils stay on track with age related expectations.
Impact:
EYFS children are observed daily in the small steps they take towards achieving age-related expectations and goals. In key stage 1 and 2, the children are assessed after each unit of work using the white rose assessments. This allows us to build on areas that the children have found difficult through daily flashback sessions. The children’s work is regularly marked by the children themselves within the lesson and at the end, work is then checked on by the class teacher. By doing this, children are aware of their own steps of progress and are encouraged to seek help when needed or challenge themselves further when they can. In addition to this, teacher assessment is validated through termly summative assessments, using White Rose Assessments from Year 1 – 6. We analyse these results so we can address any whole year/ whole school development areas. After each block assessment, teachers allow for ‘Pause and Stretch’ sessions. Intervention will be then given to children who have not met the objectives of the topic. Children who have met the objectives will be given enriched mathematical projects to apply their learning in a variety of ways. They will be encouraged to use resilience to work through high order mathematical challenges, working together and vocalising their learning to show true knowledge and understanding.