Kexborough Primary School Mathematics
Intent, Implementation & Impact
- Target 1: To increase the percentage of children attaining GDS at KS1 and KS2
- Target 2: To ensure progress is at or above national
- Target 3: To examine and develop the effectiveness of current assessment practices.
(2019-2020 School Action Plan)
The national curriculum for mathematics intends to ensure that all pupils:
1. 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
2. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
3. 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
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
At Kexborough Primary School, we intend to:
- Ensure our children have access to a high quality mathematics curriculum that is both challenging and enjoyable proving that teaching across the school is consistently at good or better.
- Ensure children are confident mathematicians who are not afraid to take risks.
- Make our children logical thinkers who work in a systemic manner in order to solve a range of mathematical problems in order to increase the percentage of children attaining GDS at KS1 and KS2
- Ensure progress is at or above national through early identification and intervention through appropriate assessment opportunities.
- Ensure that children are confident with their arithmetic skills.
At Kexborough Primary School, we aim for children to strive within lessons by ingraining a range of fluency, reasoning and problem style questions in a practical and engaging manner.
1. To ensure our children have access to a high quality maths curriculum, we have:
- Carefully designed a yearly overview based on the national curriculum. This includes planned repetition to ensure that children are able to revisit concepts and that that learning transfers from their short term to their long term memory.
- Planned book scrutinies and lessons observations to ensure that teaching is at a standard expected by the school.
- Build daily lessons which include: a rapid recall, a maths chat and a main teaching section.
2. To ensure that our children are confident mathematicians who are not afraid to take risks, we will make sure that:
- All children are praised when they attempt a problem.
- Teachers use mistakes as a learning point which all children can learn from.
- Children are given specific methods to attempt a problem so they feel confident to have a go.
- Children are resilient learners who want to achieve.
3. To ensure that our children are logical thinkers who work in a systemic manner in order to solve a range of mathematical problems, we will:
- Integrate fluency, problem solving and reasoning to create learners who have the skills needed to attempt more challenging mathematical problems.
- Teach specific skills needed to work logically, giving clear scaffolding for children who may be less confident.
- Demonstrate logical thinking and systematic methods that would be ideal for solving problems.
4. To ensure that progress is at or above national, we will
- Ensure that teachers are aware of children’s starting points each year but also key assessments in their learning (EG KS1 SATs, FS assessments and the Y4 Multiplication Check)
- Ensure that teaching and learning is at good or better (See point 1)
- Complete arithmetic papers every half term to analyse progress and track common misconceptions.
- Implement precision teaching to improve mathematical recall.
- Plan and implement immediate daily interventions to address misconceptions occurred during the days daily maths lesson (ensuring that no child is left behind).
5 To ensure that children are confident with their arithmetic skills, we will
- Continue with ‘5 a day’ which has already had a huge impact on the arithmetic scores.
- Complete arithmetic papers throughout the year to monitor progress (see point 4)
- Plan and deliver intervention groups focussing on arithmetic calculations.
- Ensure that all teachers use the KPS calculation policy to ensure consistency across school.
The Teaching of Maths : Foundation Stage
In Foundation Stage, Maths is taught and learnt daily using a combination of whole class, focused and independent activities. The classrooms are resourced with specific Maths areas; some resources are constantly available (continuous provision) for children to access, whilst others change regularly and are placed there to enhance learning. When different maths concepts are introduced to the class, the appropriate, practical resources are made available so children can demonstrate independent learning. This is evidenced through photographs and observations.
Other areas of the classroom and outdoors are used to encourage mathematical skills too and practitioners are experienced in scaffolding learning so that children develop a natural engagement in maths eg. counting playdough cookies onto a tray.
Maths in Foundation Stage is learnt through practical, engaging and challenging experiences to provide all children with a solid base of skills that will underpin their future learning.
The Teaching of Maths : Year 1 – 6
There are four additional aspects to the teaching of Maths at Kexborough Primary School above the daily maths lesson. These are all designed to be short, focused sessions on specific aspects of the mathematics curriculum.
5 A Day
Children complete this activity as soon as they enter school at 9;00am. This session focuses on pure calculations and consists of an addition, subtraction, multiplication and division calculation as well as one involving fractions.
This session comes at the start of the daily Maths lesson. The purpose of this activity is to develop children’s mental recall skills to improve speed, fluency and accuracy. We have very clear expectations laid out for each year around the knowledge and skills that the children need to develop.
This section comes after the ‘Rapid Recall’ and is designed to create a “Maths conversation”. This focuses upon developing the children’s reasoning skills and to support them using their Mathematical knowledge to ensure that they can explain both the answer and their working out.
We follow the National Curriculum for Maths and have a number of documents which show the coverage of objectives is planned for over each year group. The first set of documents below, show the statutory and non statutory guidance for each year group as well as the added expectations from us as a school.
We also have a medium term plan which lists the order of curriculum coverage. This document is followed to ensure progression within each year group and across the whole of the primary phase.
The booklets below outline the arithmetic and recall expectations for each year group. They also show the written calculation methods that children are taught within each year group.