Intent:
The intent of the teaching of Mathematics at Wrangle Primary Academy is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these foundations of Mathematics are embedded throughout all strands of the National Curriculum. By adopting a Maths mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement and leave Wrangle Primary Academy with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.
- We ensure that we deliver a high quality Maths curriculum that is both challenging and enjoyable.
- We want children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving problems.
- We intend for our pupils to be able to apply their mathematical knowledge to a range of other subjects.
- We want them to know that maths is essential to everyday life and for our children to be confident mathematicians who are not afraid to take risks.
- We encourage our children to be independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
Implementation:
Our implementation is developed through a secure understanding of the curriculum and subject area.
Teaching and Learning, Content and Sequence:
- For maths, our long term planning follows the National Curriculum 2014. Short term planning is supported by the use of the White Rose Maths Hub materials and our school calculation policy.
- By using a variety of planning resources we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children.
- We use prior knowledge as a starting point for all future planning and teaching, we plan lessons which allow for all pupils to make good progress.
- Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time.
- Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, we provide our pupils with the scaffolding required for all pupils to access learning at their level.
- We place a large emphasis on pupil engagement and ensure our lessons involve all pupils using questioning and modelling at the centre of every lesson.
- To implement our intent, we ensure that our children are investing in their learning and are making a positive contribution to their lessons.
Leadership, Assessment and Feedback:
- A variety of assessments informs the teaching and learning sequence, and children work on the objectives they are assessed as being at.
- Children who are not making the required progress are identified through regular Pupil Progress meetings, then given extra support through interventions and support in class in order to meet our INTENT of developing pupils academically.
- Formative assessment within every lesson helps teachers 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 the White Rose end of unit assessments, the NFER Autumn and Summer assessments as well as other current, reliable tests in line with the National Curriculum for maths.
- Analysis of any tests that the children complete is undertaken and fed into future planning.
- Summative assessments are completed at the end of each unit as well as at the end of the Autumn and Summer term, which help influence the overall judgement reported to parents in the end of year report.
- The maths lead has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided and discussed at Pupil Progress meetings to inform on progress and future actions.
Impact:
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using mathematical language to explain their ideas, and when they can independently apply the concept to new problems in unfamiliar situations.
- Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables and the related division facts.
- 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 their work.