“We believe that every child can master an understanding and love of mathematics with the right kind of teaching and support.”
Maths: Intent, Implementation and Impact
Intent Curriculum Design, Coverage and Appropriateness At Richard Lee, we have constructed an ambitious curriculum underpinned by high expectations for all learners. We recognise the significance in developing a love of Maths and believe children need an understanding of the importance of Maths instilled into everyday life, so that recognise the power it has to unlock opportunities in the future. All Children will have a positive, growth mindset towards mathematics, understanding its importance in everyday life within our world. Children will understand the interconnectedness of mathematics across subjects as well as understanding its importance within communities and our world. They will learn about famous mathematics and the impact they have in society today. Children will be fluent in core mathematical concepts, using precise mathematical vocabulary across a range of problem solving and reasoning situations and applying these to real life situations.
Our curriculum is coherently planned and sequenced in order to ensure children know more and remember more over time. Children will move through the curriculum at broadly the same pace to ensure that all pupils, particularly disadvantaged pupils and those with SEND, are exposed to a broad and balanced curriculum. We are relentless in ensuring all learners meet the aims of the National Curriculum (fluency, reasoning and problem solving) and this is at the heart of all learning. The curriculum is not narrowed for any groups of learners, but is instead adapted, designed and developed to ensure it is appropriate for all children at Richard Lee.
The curriculum is underpinned by a belief that all learners have the right to leave Richard Lee with the skills, knowledge and understanding needed to successfully progress into the next stage of their academic career.
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Implementation Curriculum Delivery Children are taught maths daily (x5, 1-hour lessons per week), using White Rose Maths as the primary resource through which long, medium and short term planning is based. The curriculum is cumulative as small steps in learning are taken within a specific block of learning. This allows for greater opportunity for children to develop deeper levels of knowledge and understanding within each particular strand of the maths curriculum. Teachers are encouraged to use formative assessments methods in order to consider gaps in knowledge which may be present as a result of the pandemic. The ‘Ready to Progress’ document highlights key objectives teachers should prioritise and these have been mapped against our small steps of learning. These amendments are factored into the curriculum in order to ensure any recapping or consolidation of previous year group content is evident across a sequence of lessons. The lessons are discrete to enable focus on the core concepts of maths and vocabulary is continually developed using oracy strategies, explicit reference to vocabulary, sentence stems and the ‘no hands up’ approach. In EYFS and KS1, the Mastering Number Programme is used to develop understanding of early number. The flowchart outlines what a typical Maths lesson looks like at Richard Lee. Castle Phoenix Trusts ‘6 Principles of Great Teaching’ (modelling, explanation, challenge, questioning, feedback and practise) are evident throughout a maths lesson.
Teaching (Pedagogy) The teaching is developed with evidence-based approaches in mind in order to ensure high quality teaching and, consequently, learning takes places. We allow children to process information in relation to previously learned knowledge and make the connections. A ‘Teaching for Mastery’ approach is used to ensure depth of understanding is achieved across the maths curriculum. Each maths lesson compromises time to consolidate core number facts before introducing new learning, therefore lessons begin with either a “Flashback 4” or 5 arithmetic questions. This enables children to have regular opportunities to revisit previous learning meaning that, over time, they know more and remember more.
Mathematical vocabulary is shared with children and used explicitly so that children can speak confidently, coherently and have opportunities develop their oracy skills within maths. We use clear models and detailed explanations allow children to acquire new knowledge. This comes in the form of I Do, We Do, You Do approach derived from Rosenshein’s Principles of Instruction. A C-P-A approach is used to help support and develop children’s conceptual understanding of a particular area of maths and challenge for all learners is embed into each lesson using the school’s language of “Take it Further” (TIF). These are located with a rocket symbol and are devised using White Rose Reasoning and Problem solving questions and I SEE REASONING by Gareth Metcalf. When completing independent practice in their books, work is presented in a consistent way across the school. This ensures children have opportunities to record their own pictorial representations whilst simultaneously allowing for neat and logical presentation of methods and strategies.
Children are provided with ample opportunities to practice core knowledge in order for it to be recalled with automaticity and accuracy. Weekly arithmetic quizzes, Times Table Rock Stars and the NCETM’s Mastering Number programme ensure this is implemented across EYFS and KS1.
To ensure our intent transfers into our everyday practice, as a school we have devised ‘High Five’. ‘High Five’ are five key consistent things you should see across all areas of learning. We are continually improving our teaching practice and this is to ensure learning opportunities are always maximised. The ‘Five High’ is used as a way of driving and delivering ‘Impactful teaching’ which is one of our Trust six ambitions.
Assessment (Formative and Summative) Staff use formative assessment in order to identify gaps in learning and where teacher input is required in order to ensure all learners make progress. Verbal feedback, self/peer assessment and feedback through marking in books is the primary form through which formative feedback is delivered. Information gathered through formative feedback feeds into teachers’ decisions around what, how and when they teach the next small step in a sequence of learning. Low stakes quizzing through weekly arithmetic tests allow for teachers to identify gaps in core knowledge which can then be consolidated and practised during the daily 5 arithmetic questions. Summative assessment comes in the form of end of term NFER assessments. This provides teachers will additional information and data regarding children’s progress and attainment. Using NFER results, evidence in books and teachers own judgement, teachers use ‘Educater’ to track progress and attainment of children within their class. Through SLT led pupil progress meetings, teachers identify children who are off track and identify appropriate ways and means of intervening in order to ensure they on track by the time of the next data drop.
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Impact Through our careful mapped out curriculum, children leave school with the skills, knowledge and understanding needed to successfully progress into the next stage of their academic career. Children at Richard Lee are offered the full curriculum, achieve well from their baseline judgements and this is reflective in the work children produce. We are an inclusive school, fully adaptive, and children with SEND achieve the best possible outcomes. To determine this, we check and monitor children’s learning through deliberate retrieval practice. We check our pupils understanding live within lessons, as well as being able to know what has been learnt and retained overtime. Termly NFER testing and KS1/KS2 papers support National Curriculum judgements and results are analysed and compared locally, against similar schools and against government expectations. |
The National Curriculum aims in Maths are to ensure that all pupils:
Times Table Rock Stars
In order for children to be able to reason mathematically and to solve challenging problems, they must be fluent and secure in a range of basic number facts. These include number bonds, addition and subtraction facts and times tables.
Times Table Rock Stars is an online game which children love! They can compete against each other, earn coins to customise their avatar and most importantly it develops their speed and accuracy in terms of times table recall.
Year 4
Children in Year 4 will be participating in a weekly times tables challenge called ‘Sound Check’. This weekly test is very similar to the compulsory one they will complete in June. They can also prepare for this at home! Additional to maths lessons, your child’s teacher will regularly teach your child strategies to help them to recall their multiplication facts and will provide targeted tables for them to work on. The ‘Garage’ game is teacher set and encourages the children to develop their speed on a targeted set area they need to work on. Certificates are given out weekly to children who improve their recalling speed and move positions on the leader board.
Across KS2
All classes across KS2 will use TTRS to help them to improve their recall of multiplication facts. Classes compete in a ‘Battle of the Bands’ to see who the ultimate Times Table Rock Star champion is. Children love working as a class to see who can answer the most questions correctly over the term and enjoy seeing their own speed improve.
Little and often is key to practising times tables. 5 minutes every day will be far more beneficial to our children rather than one hour all in one go. Children can play on TTRS on the computer and also on the app which can be downloaded to phones and tablets.
Calculation Policy
This documents the mathematical concepts and procedures encountered throughout the school’s Singapore Maths approach. The methods and the approach are tailored to meet the expectations and objectives of the National Curriculum.
If you require further support on the maths methods taught in school, please speak to your child's class teacher.
Useful Parent Resources
Here are a range of other useful maths websites and resources you can use to support your child at home.
White Rose Maths Home Learning: a range of videos and worksheets covering topics taught in Early Years through to Year 6. Every lesson comes with a short video showing you clearly and simply how to help your child complete the activity successfully.
Maths4All: worksheets for children in Years 1 to 6. These are matched to White Rose Maths and cover the same content taught at school. They can be downloaded for free from Amazon.
Pupil Resources
Children make progress best as mathematicians when they regularly repeat skills and practice them until they become embedded. This can be quite a long process sometimes, and so the use of an exciting game or interesting activity can be highly motivating. In our experience, our children learn best when they are having fun and that's what games are for!
Early Years & KS1 Pupil Resources
Aimed at nursery and reception children to help develop their basic counting skills. There is also a link on the website to BBC iPlayer where children can watch TV episodes of Numberblocks.
Lots of fun games to play with children of all ages.
Games, videos and guides aimed at children in KS1.
Free to play educational games.
This is an online platform children across KS1 & KS2 can use at home to complete extra maths across a range of maths topics! Each child has their own username and password to access the site.
KS2 Pupil Resources
Games, videos and guides aimed at children in KS2.
Lots of fun games to play with children of all ages.
A range of games aimed more towards KS2 pupils.
Interesting logic games and helpful videos about a range of topics.
Hit the button is an interactive maths game with quick fire questions on numberbonds, times tables, doubling, halving, multiples, division facts and square numbers.
This is an online platform children across KS2 can use at home to play multiplication games, earn coins and most importantly improve their recall speed of multiplication facts! Each child has their own username and password to access the site.
This is an online platform children across KS1 & KS2 can use at home to complete extra maths across a range of maths topics! Each child has their own username and password to access the site.
Here you will find a range of Primary challenges for you to have a go at solving.
Please note, although we have checked all of these links, please be aware that the internet is constantly changing and as such we accept no responsibility for these links. If you find any problems with them then please let the school know.
I am available should you require further help, support or information about mathematics at Richard Lee Primary School.
Mrs Darnley
Assistant Headteacher and Mathematics Leader
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