Blackfell Primary School
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.
Coverage of the curriculum is mapped out across the school for all year groups. DFE Ready to Progress Criteria is also used to support teachers with prior and future key concepts. Every class from EYFS to Y6 follows the WhiteRose scheme of learning which is based on the National Curriculum. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. In order to further develop the children’s fluency, reasoning and problem-solving, we use Deepening Understanding which correlates to the White Rose lessons and further develops children’s understanding of a concept and the links between maths topics. We also use a range of planning resources including those provided by the NCETM and NRICH to enrich our children’s maths diet.
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.
Every Thursday children complete in our whole school Times Tables Tree Climbers Challenge where they complete a quiz on related multiplication and division facts. Children learn the multiplication and division facts linked to the times table they are working on. They can use Rockstarz and Timestables Me for revision
Retrieval grids are used twice 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.
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.
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.
All children secure long-term, deep and adaptable understanding of maths which they can apply in different contexts.