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Maths

Leaders: Emma Morgan and Nathan Phillips

Intent

At Frimley, we believe that enjoyment is paramount to our aim of developing confident mathematicians. Through a rich and engaging mathematical curriculum, pupils will have opportunities to develop and apply their fluency, reasoning and problem-solving skills to support their attainment so that they are ready for further progress at the next stage of their educational development.

We aim to ensure that mathematics is exciting, engaging, appropriately challenging and provides all learners with the chance to achieve successes in every lesson so to foster a positive attitude and growth-mindset towards the subject. Fluency, reasoning and problem-solving are the focal points of learning; this along with a small-step approach with a focus on mastery ensures that children develop and secure their understanding of mathematical concepts and have the opportunity to demonstrate a deep understanding of the areas taught.

Implementation

Through careful planning, use of a small-step approach and pre-teaching of processes and mathematical vocabulary, where appropriate, all learners are able to access each lesson. Assessment of learning, both during and after lessons, ensures that learners can be supported fluidly or extended appropriately thus providing all with the opportunity to deepen their learning in every lesson. In lessons, teachers provide pupils with appropriate models and scaffolds whilst resources are utilised, where appropriate, so that pupils can secure concrete and pictorial understanding of concepts or processes before applying their understanding to a range of abstract representations.

When planning lessons, teachers work collaboratively to ensure the needs of all learners across the year group are met: pre-teaching, representations during teaching inputs, assessment for learning tasks, accessible starting points, lesson progressions and appropriate challenge are carefully considered. Pupils are provided with retrieval challenges in all lessons to support retention and long-term memory of previously taught areas. Wherever possible, pupils are given opportunities to practise their fluency, reasoning and problem-solving skills in each lesson. Through full coverage of the National Curriculum, links to prior learning and real-life situations are explicitly made so that pupils are building on previous experiences whist also recognising the links that can be made across the curriculum and beyond. In lessons, resources from White Rose Hub are used to support the small-step approach; a range of other resources such as NCETMs mastery materials, Nrich, Teach Active and online platforms TTrockstars and Numbots are also regularly used to ensure that teaching is active, relevant and engaging. The intervention Number Stacks is also used to assess gaps and provide input for learners working below age related expectations to help close gaps and support progress.

Monitoring of maths provision will be an ongoing process throughout the academic year. Maths leaders will monitor lesson flipcharts (including teacher models and inputs, learning scaffolds, resources used and learning activities) and learning outcomes through scrutiny of work and pupil and staff voice – both formally and informally. Assessment outcomes will also be monitored and analysed to identify wider school trends. Subsequent actions will be taken in response to all formats of monitoring to continually improve maths provision.

Possessing a range of mental maths strategies supports learning and progress in the 3 key areas of maths: fluency, reasoning and problem-solving. Regular mental maths lessons (at least once a week) support pupils’ development in this area. Half-termly, children are assessed on their year group objectives for mental maths; whole class and individual progress is tracked and the focus of subsequent teaching and interventions are informed by this. TTrockstars and Numbots are two of the online resources used to help inspire pupils in this area of learning.

Weekly MyMaths and TTrockstars tasks are set to provide pupils with the chance to consolidate the learning they have done in school, although this is optional for all year groups. Rock star of the month will be selected for each year group and announced in assembly with their photos being displayed on the maths board in the hall.

Throughout the academic year, pupils will have opportunities to attend maths competitions and the maths leaders will continue to explore and utilise opportunities to raise the profile of maths across the school.

Impact

  • Pupils will enjoy maths, approaching the subject with a positive attitude and growth-mindset.
  • All pupils will be able to access learning and appropriate challenge for all will be provided in all lessons.
  • The percentage of pupils achieving age related expectations or higher by the end of the academic year will increase thus ensuring they are ready for further progress in the next stage of their educational development.
  • Pupils will have a deep understanding of the methodology in maths and be able to explain their understanding. This will develop their reasoning and problem-solving skills.
  • Pupils will possess a wide range of mental strategies and will understand the importance of times tables and number bonds with the majority being able to recall all times tables by the end of Year 4.
  • Mental maths methods will be embedded and be independently applied to solve challenging problems.
  • Pupils will be able to make mathematical links to other areas of the curriculum and wider life.
  • Pupils working below age related expectations will be supported to close gaps and make accelerated progress.
  • Pupils will be actively engaged in representing the school in mathematical competitions.