Maths
At SPRING HILL Maths is..... number, reasoning and solving problems
The Intent, Implementation and Impact of our Curriculum
Our Maths lead is Miss Atiq
All pupils can achieve in mathematics !
There is no such thing as a ‘Maths person’, that is the belief that some pupils can do maths and others cannot. A typical Maths lesson will provide the opportunity for all children, regardless of their ability, to work through Fluency, Reasoning AND Problem Solving activities.
Intent
The intention of the Maths curriculum at Spring Hill Community Primary School is that children are taught to become competent and independent mathematicians. We are embedding the mastery approach across school in the teaching and learning of mathematics through ‘Maths No Problem’. The ‘mastery approach’ to teaching maths is the underlying principle of Mathematics Mastery. The approach develops a deep and sustainable understanding of maths in our pupils and allows them to develop their existing knowledge by exploring and solving mathematical problems in a tangible way. We encourage our pupils to explain their methods, talk to each other about how they have solved a problem and find relationships and patterns in their processes and solutions. We believe that this is an inclusive approach to teaching and learning in mathematics and the emphasis on promoting
multiple methods of solving a problem, builds resilience and self confidence in our pupils. Mathematical vocabulary is at the heart of each of our lessons; ensuring pupils understand and use the correct terminology to communicate confidently about the maths they are working on and concisely explain their thinking and working in maths. We highly value mathematical talk and see it as a unique way of communicating. At Spring Hill, we believe in deepening thinking within the area of study, rather than accelerating onto the next topic. Students are given time to think deeply about the maths and really understand concepts at a relational level rather than simply rote learn a set of rules or procedures. This equips them with the skills and confidence they need to progress in maths.
Our aim at Spring Hill is to RAISE;
Responsibility – for children to take responsibility for their own learning. Knowing their own strengths and weaknesses and taking steps to improve their own mathematical mindsets and learning.
Aspirational – we have high expectations for all children and believe that everyone can achieve their personal potential in Mathematics. We aim to do this by fostering positive mindsets and encouraging children to take risks with their learning.
Inclusivity - all children should feel valued and be respected. At Spring Hill all children regardless of ability, work collaboratively, share and discuss ideas. Children work in mixed ability groupings; this positively impacts upon all children as raid graspers are able to share and explain knowledge whilst coaching others. Those who may need more time are supported and encouraged by their peers.
Service – Through mathematics children will develop positive relationships with each other by working collaboratively, sharing ideas and supporting others. We want to open up future opportunities and careers for our children, to give them a deep and concrete grounding in Maths that will enable them to serve others in their community and beyond.
Empowerment – we provide opportunities for children to feel empowered by working independently and taking more control of their own learning. We want children to feel confident in themselves and empathic of others. Developing a culture where children are resilient in their mistake making and use it as an opportunity for learning.
Implementation
Maths is taught daily at Spring Hill, and we believe a consistent approach across school in relation to arithmetic, fluency and problem solving has the greatest impact on children.
Lesson Structure:
- Quiz – Children spend the first few minutes recapping a key arithmetic skill to ensure constant consolidation and increase speed and fluency in key skills. Children in Year 6 complete SATs style questions as a quiz to assist in familiarisation with the formatting of questions in their statutory assessments and practice speed and fluency.
- Explore Task – Each lesson begins with a problem. The teacher introduces the problem and relates it to a real-life context to ensure full immersion – ‘okay class, you’ll never guess what. We’ve got a problem! The pupils discuss the problem with their partner and their teacher, and they consider what they can see in the picture and which methods may be needed to solve the problem. The children are given time to explore the problem using concrete resources and are encouraged to describe their methods and explain their reasoning using mathematical vocabulary. The children then write down their ideas in their maths journal they may also use concrete materials if appropriate. The journal task showcases the children’s understanding of mathematical concepts and encourages them to use a range of methods to solve the same problem. The teacher, using the master section of the MNP textbook, then models the method and conceptual understanding behind the question. At this point, a learning stop, using an iPad, on a child’s work would be beneficial for the remainder of the class to see and hear an explanation from a peer.
- Guided Practice – This is a set of questions to consolidate learning and allow pupils to apply their knowledge. It gives examples of the types of questions that the pupils may be asked in their workbook, giving them the confidence to put their newfound knowledge into practice independently, in groups or collectively as a class. Discussion and modelling during the guided practice encourages mathematical fluency and further development of reasoning skills. By the end of this part of the session, adults in the room are aware of who requires further intervention. These select children will be monitored closely and will partake in an intervention in the afternoon to ensure they are ready for the next lesson.
Same Day Intervention (SDI)
At Spring Hill, we use the phrase ‘keeping up, not catching up.’ Therefore, we complete ‘SDI’ to ensure that children achieve the objective for each day and do not start falling behind. Assessment for learning (AfL) will happen throughout Maths lessons to ensure that Teachers identify those children who may need some additional support on a specific objective. The teacher and assistant teacher switch roles throughout the year in relation to the delivery of SDI. During the mindful mile in the afternoon, children will be provided with quality-first teaching intervention to address any misconceptions from the lesson and respond to any misunderstandings.
- Independent practice – This takes place in the pupil’s workbooks. Pupils are given time to independently answer a range of questions directly linked to the National Curriculum objective. Initially, the workbook questions are often scaffolded and as the pupils work through them; the scaffolding is reduced and the questions become more challenging. The workbook tasks allow children to evidence their mastery of the mathematical concept being taught. To begin with, the teacher models and formatively assesses children through questioning and other means on question 1, whilst the remainder of the questions are completed independently.
- Challenge/Extra Challenge - Once pupils have completed their independent workbook, they are in the routine of completing an additional challenge sheet linking to the objective of the lesson which requires deeper reasoning and problem-solving skills. Some children, who may also complete the additional challenge, are able to choose from a basket of general challenges which require problem solving and link to mastery at greater depth.
Impact
The impact of our maths curriculum results in our children being able to:
- think for themselves.
- make decisions.
- communicate their understanding.
- solve problems.
We know this because through moderation of planning, lessons and books, we can be sure that progress is made across all year groups. Our principle is that children should ‘Keep up not Catch Up’. Same day intervention ensures children are ready, wherever possible for their next lesson. If progress is not being made, support is immediate and steps provided to ensure all pupils achieve and make progress.
Summative assessment takes place at the end of each term and children’s progress and attainment is discussed with senior leaders in pupil progress meetings. In addition to this, teachers use diagnostic assessment data through NFER to plan for interventions which are monitored closely by the assessment and mathematics lead. Formative assessment takes place daily and teachers adjust planning accordingly to meet the needs of their class. The teaching of Mathematics is monitored by leaders through lesson observations, pupil interviews and book scrutiny.
The Mathematics curriculum is coherently planned and sequenced to ensure comprehensive coverage of key concepts, enabling pupils to build on prior knowledge and develop a deep, secure understanding of mathematical ideas. As a result, pupils are well-prepared for the next stage of their education. They demonstrate positive attitudes towards Mathematics, engaging enthusiastically with lessons and enrichment opportunities, and displaying increased confidence and perseverance when faced with challenges. Furthermore, staff benefit from ongoing professional development, which enhances their subject knowledge and pedagogical skills, leading to consistently high-quality teaching and improved outcomes for all learners.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the Mathematics Programmes of study of the National Curriculum.
The principal focus of mathematics teaching in Key Stage 1 is to ensure that pupils develop:
- Confidence and mental fluency with whole numbers, counting and place value.
- The ability to recognise, describe, draw, compare and sort different shapes and use
the related vocabulary.
- Knowledge of number bonds to 20 and be precise in using and understanding place
value. An emphasis on practice at this early stage will aid fluency.
- The ability to read and spell mathematical vocabulary, at a level consistent with their
increasing word reading and spelling knowledge at key stage 1.
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils:
- Become increasingly fluent with whole numbers and the four operations, including
number facts and the concept of place value. This should ensure that pupils develop
efficient written and mental methods and perform calculations accurately with
increasingly large whole numbers.
- Develop their ability to solve a range of problems, including with simple fractions and
decimal place value.
- Draw with increasing accuracy and develop mathematical reasoning so they can
analyse shapes and their properties, and confidently describe the relationships
between them.
- Use measuring instruments with accuracy and make connections between measure
and number.
- By the end of year 4, pupils should have memorised their multiplication tables up to
and including the 12-multiplication table and show precision and fluency in their
work.
- Read and spell mathematical vocabulary correctly and confidently, using their
growing word reading knowledge and their knowledge of spelling.
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils:
- Extend their understanding of the number system and place value to include larger
integers. This should develop the connections that pupils make between
multiplication and division with fractions, decimals, percentages and ratio.
- Develop their ability to solve a wider range of problems, including increasingly
complex properties of numbers and arithmetic, and problems demanding efficient
written and mental methods of calculation.
- Are introduced to the language of algebra as a means for solving a variety of
problems.
- Classify shapes with increasingly complex geometric properties and that they learn
the vocabulary they need to describe them.
- By the end of year 6, pupils should be fluent in written methods for all four
operations, including long multiplication and division, and in working with fractions,
decimals and percentages.
- Pupils should read, spell and pronounce mathematical vocabulary correctly.