Intent, Implementation and Impact
When teaching Mathematics at Stanhope Primary School we believe every child can achieve. Our intent is that children can read, write and talk mathematics confidently across a wide range of contexts. Mathematics teaches children to have a sense of the world around them through developing their ability to reason, calculate and solve problems. We aim to prepare our children for the wider world, instilling in them a sense of curiosity when approaching Math’s lessons.
We aim for our children to:
- Become fluent in the fundamentals of mathematics, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Have an appreciation of number and number operations, which enables mental and written calculations to be performed efficiently, fluently and accurately.
- Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.
- Be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions – including unfamiliar contexts and real-life scenarios.
- Enjoy Mathematics lessons, be curious and make links applying Mathematics skills in the wider world.
To ensure coverage from EYFS to Year 6 we use the White Rose Scheme of Learning to plan and structure lessons in line with the National Curriculum objectives. Teaching of mathematical concepts are carefully planned in EYFS to ensure a smooth transition for the children when they move into Year 1.
Lessons may be adapted and personalised to suit the needs of our children but curriculum coverage is always maintained.
We enrich our curriculum using other resources to support our teaching such as Classroom Secrets, Target your Maths, Fluent in 5, NRICH and Twinkl.
Where appropriate we make cross curricular links ensuring skills and knowledge of Maths are applied in different subjects across the curriculum.
Fluency is a key focus in every Maths lesson. We recall and apply our Math’s knowledge daily using the ‘Flashback 4,’ approach. This resource enables us to revisit past, prior and current learning regularly and encourages the children to use familiar approaches and strategies, increasing their fluency across a range of mathematical concepts.
Reasoning and Problem Solving
Problem solving is built into lessons daily. Children are encouraged to verbally explain their reasoning when approaching different problems and to prove their answers. Whole class teaching and independent tasks incorporate problem solving and the children are regularly given challenges in lessons and after verbal or written feedback in their books.
Concrete, Pictorial, Abstract Approach
We implement this approach in lessons through high quality teaching across all year groups. We use a range of concrete resources in classrooms including Numicon, Base10, Place Value Counters and Multilink. Children are supported through different concepts with the use of concrete resources to build understanding before moving on to the pictorial images then onto abstract questions. We enable our children to understand a concept thoroughly first through handling, organising and sorting concrete resources in order to deepen their understanding of the Maths involved.
Arithmetic lessons are taught discreetly using ‘Fluent in five’ and ‘HeadStart Primary Arithmetic,’ resources. We encourage the children to use a ‘Think about,’ or ‘Worky out,’ approach to calculations. Teachers model mental and calculation strategies regularly and break down steps for the children in relation to the four number operations.
Online Maths Tools
To give the children ample opportunities to practise multiplication skills in school and at home we use ‘Times tables Rock Stars for multiplication practise, application and consolidation. Whole class competitions and leaderboards encourage the children to participate and aim to improve. Children receive termly certificates to reward their hard work and progress and acknowledge a variety of achievements in times tables.
Whole School Events
We celebrate Maths during whole school events through shared learning or themed days.
This brings Maths into focus and allows us to inspire and share our enthusiasm for Maths with our children planning exciting problem solving activities.
Continuing Professional Development
As a team we strive to be better and teachers regularly attend new courses and development programmes. When given training opportunities the Maths lead will regularly feedback and deliver CPD in order to enhance teaching and learning across the school, sharing outstanding practice.
Our expectation is that our children will reach age related expectations in Mathematics and acquire the appropriate knowledge to prepare them for their future lives. We aspire to have high achievers in Mathematics achieving greater depth. Children who grasp concepts rapidly will be challenged through the use of sophisticated problems and challenges before moving to new content. Children who are not showing fluency will be supported through group interventions and direct teaching before moving on.
Children will speak and feedback positively about Maths and enjoy their learning in lessons. They will be able to recall prior learning and practice skills confidently.
Whilst teaching we constantly monitor pupils progress against the expected objectives for their age. We conduct a range of formative assessments daily and give the children timely written and verbal feedback in order to support their progress. When misconceptions are picked up we carry out same day interventions or small group interventions to rectify understanding and support pupils as they move onto new concepts.
Teachers assess the children through a school tracking system against the national curriculum objectives. A range of evidence is used to inform teachers such as observations, Maths and Arithmetic books and paper assessments. Assessments are moderated and agreed termly by the SLT.
To measure the impact of our teaching summative assessments are completed at the end of each term with the use of NFER tests and data is forwarded to the SLT. These are a measure of work completed each term. These results and school tracking sheets are drivers for discussions in pupil progress meetings and feed into our planned small group interventions.