Mathematics at Overleigh St Mary’s C of E Primary School
Our aim at Overleigh is to ensure that every child becomes a fluent mathematician and has the ability to solve problems, to reason, to think logically and to work systematically and accurately. We intend to provide a curriculum that
· caters for the needs of all children
· sets them up with the necessary skills and knowledge for them to become fluent in the fundamentals of mathematics
· become confident mathematicians that can apply their understanding in real life contexts
At Overleigh, we follow the national curriculum for mathematics which aims to ensure that all pupils:
· Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
· Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
· Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
We intend to make maths practical, relevant and engaging so that our children enjoy maths and understand how mathematics is a vital life skill and is necessary and useful throughout their life.
We implement our curriculum by using the mastery approach. We implement mathematics through high quality teaching, incorporating continuous levels of challenge through varied and well planned activities with a focus on fluency, reasoning and problem solving. Activities are planned using a ‘must, should, could’ structure, which enables the majority of children to start at the same level and then progress at the pace appropriately matched for their learning needs throughout the lesson. New mathematical concepts are introduced using Haylock and Cockburn’s ‘connected model of learning mathematics’ (1989).
The connected model approach enables all children to experience hands-on learning, and allowing them to have clear models and images to aid their understanding. We use a variety of mathematical resources in classrooms including Numicon, Base 10 and counters to support their concrete experiences. To support this approach, we also use a range of planning resources including those provided by the White Rose Hubs, NCETM and NRICH. Key vocabulary is taught and used alongside mathematical symbols to develop a thorough understanding of mathematical concepts. Teachers implement the school’s agreed calculations policy for progression in written and mental calculations. Maths lessons are taught for one hour, five days a week. Teachers are flexible in their teaching approach and are continually assessing the children and self-reflecting to adapt their lessons, when necessary, and ensure that the lessons progress at an appropriate pace and gaps are always closed before moving on. Maths homework is set weekly to focus on key maths skills, and develop and review children's learning. Maths skills are consolidated and enhanced by providing opportunities to apply and develop them across the curriculum where appropriate.
Our curriculum aims to secure progression through flexible, engaging and high quality teaching. The impact of this is measured through the following actions:
· Continuous AfL of the children through focussed questioning, the level of support required and their engagement throughout the lesson.
· Lessons are adapted based on the AfL gathered in the previous lesson and evidence for this will be seen in the children’s books and the marking notes every teacher makes.
· Each maths lesson will begin with a recap of key knowledge and understanding from the previous session.
· Maths is taught 5 times per week, including mental maths sessions.
· ALL children will be provided with opportunities to complete fluency, reasoning and problem solving activities in each strand of mathematics.
· Children will complete formal assessments in mathematics each term.
· Teachers assess the learning of children at the end of each term, based on the evidence they gather through AfL within each lesson, and the formal assessments undertaken at the end of each half term. These assessments are then entered into i-track.
· Gaps in learning are addressed through interventions carried out by teachers and Teaching Assistants. These may be the same children completing the No Nonsense Number Facts interventions programme or may be different children based on the AfL gathered from each lesson.
· Through discussion and feedback, children can talk enthusiastically about their maths lessons and speak about how they love learning maths. They can articulate the context in which maths is being taught and relate this to real life purposes.
· Children are confident with using a wide range of mathematical vocabulary and will use this independently within the lesson.
· Children know what they can use to help them in maths, such as practical resources, pictures and images, the maths working wall, and they will use these independently.
· Children are able to work independently in maths and show resilience when tackling problems.
The leadership team check that this impact is being secured through monitoring the subject on a regular and frequent basis. The method of monitoring supports the ongoing development of the curriculum. This includes:
· Book scrutinies to assess the progression taking place across the lessons and ensuring that gaps and misconceptions are consistently being addressed. Feedback is given to teachers and further support and CPD is provided when necessary.
· Learning walks and observations to monitor the learning environment, teaching and learning. Again, feedback is given to teachers and further support, challenge and CPD is provided when necessary.
· Regular staff meetings to discuss and evaluate the effectiveness of our mathematics curriculum, introduce any new methods and concepts, and focus on any areas for improvement identified from monitoring outcomes.
· Pupil voice is captured to assess children’s ability to talk mathematically and to gauge the effectiveness of our curriculum through a child’s perspective.
The impact of this is to ensure that children at Overleigh become confident mathematicians and are equipped with mathematical skills and knowledge, which will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.