INTENT

Maths incorporates pupils developing soft and employable skills as our overviews enable our children to gain the necessary understanding, skills and knowledge that will empower them to gain the confidence and enjoyment of mathematics.  

We believe that mathematics: 

• ·        must prioritise fluency so all children can access and develop concepts,  
• ·        make links to and across the curriculum, where appropriate, and deepen understanding,  
• ·        embolden children to become problem-solvers,  
• ·        should provide children with opportunities to reason and think logically. 

 IMPLEMENTATION

In order to instill all of these in each Maths lesson taught, we have an ‘Reactivate, model, practice and independent’ approach to 4 weekly maths lessons. The Reactivate is designed to recap on key maths skills required for the main learning intention. The model section of the Maths lesson is where the teaching demonstrates several examples of the teaching being taught which can include manipulatives and visual representations. The Practice section of the lesson enables children to work alongside the teacher to practice the skills required for the independent task. During the independent part of the lesson children apply the skills they have practiced independently to achieve the learning intention. Adaptations are provided for individuals so that they can achieve the intended learning intention. This could include place value grids, use of manipulatives or templates for working out.

 

Year 6 Long Division

A video to support children completing long division questions using the chunking method

 

 

IMPACT

To evaluate the impact of our approach this year, we have adopted a two-pronged strategy that includes both summative assessment and the monitoring of pupils’ Maths books in order to form an overall judgement of pupils’ progress and attainment.

Summative assessment data is used to inform teaching and planning through detailed data analysis. Teachers are given autonomy to address identified gaps throughout the remainder of the academic year. This may include whole-class sessions, starters, and post-teaching interventions.

Book scrutinies have been conducted across the school which include the traditional book look and ipad look. This has enabled the Maths lead to identify both whole-school priorities and year-group specific areas for development. Findings indicate that further professional development is required in relation to supporting staff and pupils with digital expectations (presentation) and how digital can be used effectively in lessons.

As a result of learning walks, staff voice and book looks we moved to single year group Maths teaching in Spring. Prior to this we were teaching mixed year 1 and 2 classes but as a school we felt that our AA children were not being challenged and gaps were not being plugged quick enough.