Blackfell Primary School

Blackfell Primary School

Mathematics

Intent

Mathematics is important in everyday life and, with this is mind, the purpose of Mathematics at Blackfell Primary School is to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately.

Based on the Rosenshine Principles by providing instructional support; teaching new material in manageable amounts; good use of modelling; helping pupils when they have made errors and providing for sufficient practice and review we ensure that the children at our school efficiently acquire, rehearse, and connect background knowledge.

All children are challenged and encouraged to achieve in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach: this enables all children to experience hands-on learning when discovering new mathematical topics and allows them to have clear models and images to aid their understanding.

Arithmetic and basic math skills are practised daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths.

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

Implementation

Coverage of the curriculum is meticulously mapped out across all year groups within the school. The DFE Ready to Progress Criteria is seamlessly integrated to assist teachers with understanding and planning around key prior and forthcoming concepts. Each class, from EYFS to Y6, diligently follows the WhiteRose scheme of learning, which is firmly rooted in the National Curriculum. This scheme serves as a robust guide for content, structure, and progression.

However, it's important to note that while the WhiteRose scheme provides a solid foundation, it is not followed rigidly. Lessons are thoughtfully modified and adapted to meet the unique needs and requirements of each class, ensuring that individualised attention is given, and specific educational goals are met whilst maintaining comprehensive coverage.

In addition to the WhiteRose scheme, the school employs other valuable resources to enhance the learning experience. These resources work in harmony with the White Rose lessons, offering deeper insights into concepts and fostering a stronger connection between various maths topics.

To further enrich our children’s mathematical journey, a diverse array of planning resources, including those offered by the NCETM and NRICH, are utilised. These additional tools supplement the curriculum, providing a well-rounded, extensive, and enriched mathematical education for every child in the school.

We implement our approach through high quality teaching delivering appropriately challenging work for all individuals. To support us, we have a range of mathematical resources in class (concrete equipment). When children have grasped a concept using concrete equipment, images and diagrams are used (pictorial) prior to moving to abstract questions. Abstract maths relies on the children understanding a concept thoroughly and being able to use their knowledge and understanding to answer and solve maths without equipment or images.

Maths is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.

S.O.D.A & Consolidation/Pre-Teaching. We have Start of Day Activities (S.O.D.A) in each class whereby children are set a maths task to ensure general maths knowledge and fluency are maintained and developed; these may take many forms, for example: arithmetic, specific times tables or several questions about a mixture of maths topics. While the class are solving the questions, the staff are able to support children with consolidation or pre-teaching ensuring they are confident with skills required for the upcoming session.

Children engage in daily times tables activities, consistently enhancing their multiplication and division skills. Each week, children challenge themselves in a weekly times tables test, aspiring to achieve the esteemed Superhero Multiplication Award. This award, available in Bronze, Silver, Gold, and Platinum levels, serves as a motivating recognition of their proficiency and speed in times tables.

To aid in their revision and practice, children have access to helpful resources like Rockstarz and Times Tables Me. These platforms provide interactive and engaging ways for children to reinforce their multiplication and division facts, aligned with the times table they are currently focusing on.

The culmination of their hard work and progress is celebrated in special multiplication assemblies. In these assemblies, bespoke bookmarks, symbolising their achievement levels, are joyously handed out to the proud and deserving children, further encouraging their journey in mastering times tables

Retrieval grids are used  weekly to reinforce prior learning.

CGP books are also used to support with homework. Tasks set relate to work that the children are completing in class at that time or is used to refer back to previous learning.

Impact

Pupil Voice

Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

Evidence in Knowledge

Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.

Evidence in Skills

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The flexibility and fluidity to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. The chance to develop the ability to recognise relationships and make connections in maths lessons. Teachers plan a range of opportunities to use maths inside and outside school.

Outcomes

At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention. NFER summative assessment in the summer term also helps support judgments.

Mastery

All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.

Mr. Barrass

September 2023