Mathematics

Intent

Radley is a school where children love maths and teachers love teaching maths - the intent of our maths curriculum is to provide our children, with a foundation for understanding number, reasoning, thinking logically and problem solving so that they are fully prepared for the future. It is essential that these keystones of mathematics are embedded throughout all strands of the National Curriculum.

By adopting a mastery approach to our maths teaching it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Radley with an appreciation and enthusiasm for maths, resulting in a lifelong positive relationship with number.

We will ensure that we deliver a high quality maths curriculum that is both challenging and enjoyable. We intend for our children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

We also intend for our pupils to be able to apply their mathematical knowledge to all other subjects and we want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks!

The vision is that we fully develop independent learners, with inquisitive minds, who have secure mathematical foundations and an interest in self-improvement.

Implementation

Planning

We plan and sequence lessons so that new knowledge and skills build on what has been taught before. Teachers follow the White Rose Maths Hub materials and staff also refer to the Radley School Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way.

In Years 3 and 4, especially, a times tables focus is planned to give children the opportunity to practise and improve their rapid recall skills with facts up to 12x12. Children enjoy the challenge and strive to improve their time and score. All children also have access to their own personal account of ‘Times Tables Rock Stars’ where they can compete against other pupils and classes in school. We also employ other methods for those who like to learn in different ways.

Teaching

We need all kinds of teaching for all kinds of children and so don’t expect to see the same pedagogies taught in each class! We employ a variety of teaching styles and opportunities for children to learn and develop their mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the calculation policy for addition, subtraction, multiplication and division.

Progression

We progress through Key Stages 1 and 2 using the topic headings as they appear in the National Curriculum:

Number and Place Value
Addition and Subtraction
Multiplication and Division
Fractions (including decimals and percentages)
Ratio and Proportion
Measurement
Geometry - properties of shapes
Geometry - position and direction
Statistics
Algebra (KS2)

Our pupils are encouraged to physically represent mathematical concepts. And objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence. At the same time, we acknowledge the work done by researchers, such as, Rosenshine, and seek to implement best practise into our maths teaching.

Leadership, Assessment and Feedback

Assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at. Children who not making the required progress are given extra support through intervention sessions and support in class in order to meet our ‘intent’ of developing pupils academically.

Feedback is given on children’s learning in line with our marking and feedback policy and teachers are confident using formative assessment within every lesson to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
In order to support teacher judgments, children are assessed using current and reliable tests (NFER) in line with the National Curriculum for Maths. Then analysis of any tests that the children complete is undertaken and fed into future planning.

Summative assessments are completed at the end of every term and at the academic year and help influence the overall judgement reported to parents in the end of year report.

Our maths lead has a clear role, and sets the strategic direction of our maths learning and the development of policy, and along with the headteacher, shares overall responsibility for the progress of all children in maths throughout school. So, working with the head teacher, key data is analysed and regular feedback is provided and discussed at pupil progress meetings to inform on progress and future actions.

Impact

By the time our children leave Radley CE Primary School they will be able to show their mastery of a mathematical concept or skill in multiple ways:

Using mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
Children will be able to demonstrate quick recall of facts and procedures. This includes the recollection of times tables.
The flexibility and fluidity to move between different contexts and representations of mathematics.
The ability to recognise relationships and make connections in mathematics.
Children show confidence in ‘believing that they will achieve!’.
Children show a high level of pride in the presentation and understanding of the work.

Finally, at Radley we expect that by the end of Y6 our children will become fluent in the fundamentals of mathematics, be able to reason mathematically by following a line of enquiry and solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.

Maths Long Term Plan 2023 2024

1-progression-map-place-value.pdf

2-progression-map-addition-and-subtraction.pd

3-progression-map-multiplication-and-division.pdf

4-progression-map-fractions.pdf 5-progression-map-ratio-and-proportion.pdf 6-progression-map-algebra.pdf

7-progression-map-measurement.pdf

8-progression-map-geometry-properties-of-shapes.pdf 9-progression-map-geometry-posistion-direction-and-movement.pdf 10-progression-map-statistics.pdf