Maths

Embracing Numbers, Shaping Futures

Intent

See also our Spiritual, Moral, Social and Cultural (SMSC) impact document for maths, here.

Implementation

We recognise the value of making a coherent journey through the national curriculum and therefore each year group follows a medium-term plan where small, cumulative steps build a solid foundation of deep mathematical understanding. Formative assessment is threaded throughout each lesson and unit of work; appropriate revisions to planning are made by the class teacher to ensure all lessons are tailored to best meet the needs of their children. 

 In order to meet both our intent, above, and the requirements set out in the EYFS framework and the Primary National Curriculum:

• Teachers reinforce the expectation that all children are capable of achieving high standards in Mathematics.
• Teachers promote positive learning characteristics through reference to St Anne’s Learning Powers and the associated characters – Cooperating Cooper, Resourceful Remi, Reflective Raheem, and Persevering Poppy.  
• Teachers employ the use of concrete resources (manipulatives) and varied pictorial representations to develop secure and deep conceptual understanding.
• We use the EYFS Development Matters curriculum in Nursery and Reception. Games, activities & resources are selected or invented based on this curriculum guidance for our structured teaching sessions but our continuous provision is developed based on the needs of the children and the skills they need to practise and develop independently based on observations and assessments.
• We use the White Rose Maths scheme of work from Year 1 to Year 6.
• The vast majority of children progress through the curriculum content at the same pace, but adapted learning is used to ensure appropriate support is available to all. Adapted learning may include; further ‘scoop and boost’ sessions with individuals and small groups after the whole class maths lesson; the provision of manipulatives, alternative or additional pictorial representations; the support of an additional adult. These adaptations are designed to ensure sufficient key knowledge is gained before the children move to the next step in their mathematics learning. In order to meet the needs of all pupils, children are encouraged to choose for themselves between ‘spicy’, ‘super spicy’, and ‘hot’ challenges, but may receive some guidance from teachers as to the most appropriate choice. Capable mathematicians are able to move on to the ‘hotter’ challenges at speed.
• Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
• CPD for staff is designed to support the continual improvement of lesson planning; Pedagogical Knowledge Organisers are provided to assist staff in planning for high quality Reasoning, Problem-Solving, Mathematical Talk and Questioning in maths lessons.
• Practice and consolidation is a key feature of mathematics learning during almost all school days. Variation within this builds fluency and understanding of underlying mathematical concepts. ‘Fluent in 5’, ‘4-a-Day’, and ‘Flashback 4’ are used.
• In Key Stage One, our children are given lots of opportunities to practise and improve their knowledge and rapid recall of number bonds. This may include the use of Numbots (via the TTRS platform), songs and low stake quizzes.
• In Key Stage Two, our children are given lots of opportunities to practise and improve their knowledge and rapid recall of multiplication facts. This may include the use of Times Tables Rockstars (TTRS), songs and low stake quizzes.
• Children work both collaboratively and independently when solving problems. They are given opportunities to reason and solve problems regularly in all areas of mathematics; learning tasks are varied to promote a deep and secure understanding.
• Teachers use questioning in class to test both substantive and disciplinary knowledge and to continually assess children - identifying those requiring intervention, so that all children ‘keep up’.
• Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported with teachers placing a strong emphasis on the correct use of mathematical language.
• The curriculum time for mathematics is non-negotiable and is followed by all year groups in school (30 minutes daily in Nursery and 1-hour maths sessions – or 5 hours equivalent weekly - from Reception to Year 6).
• Assessments are carried out throughout the year to help teachers to gather an insight into their pupil’s understanding of topics. On a termly basis, NTS Assessments are used from Year 1 – Year 5.  Year 2 and Year 6 use previous SATs papers. Nursery and Reception teachers use teacher assessment judgements recorded within the ‘Evidence Me’ app.
• We use book looks to ensure teachers employ a range of activities, showing sufficient evidence of fluency, reasoning and problem solving.
• We talk to pupils and use their voice to help us gain an understanding of what they enjoy and how best they learn, as well as learning what we can do to improve the teaching and learning of maths at St. Anne’s.
• Pupil Progress Meetings take place termly between teachers and a member of the SLT, during which children’s attainment and progress is discussed. Barriers to progress are identified and adaptations to planning or support for learners going forward is agreed and acted upon.
• Provision is made for children who are not making the expected level of progress through Individual Provision Maps (IPMs). Exit data is reviewed termly and teacher/SENDCo professional judgement informs alterations to provision going forwards.
• Children’s attainment and progress is discussed with parents/carers during parents’ evenings. The parents of children on the SEND register are invited to attend an additional parents’ evening, to ensure their views inform their child’s IPM.
• Curriculum information, documentary, and video support is available on our website for parents.

Impact

We're really proud of the attainment and progress that children make during their time at our school. Progress at the end of Y6 in 2023 was 'Above Average' (measuring +2.8, using DfE figures).

Speaking to children, looking at books, and being part of lessons, we know:

• The quality, quantity and coverage in books is good across the school.
• Retrieval practice is becoming embedded as part of regular practice across the school.
• For 30% of our pupils, maths is one of their 'top 3' subjects.
• Maths lessons present 'just the right level of challenge' for our pupils.
• 65% of pupils either 'enjoy' or 'very much enjoy' maths lessons.

Some quotes from 'pupil voice':

"I like maths because it works my brain a lot."

"I like maths because it gets me thinking."

"I love solving maths problems."

"It is fun."

Yearly Overviews

At St Anne's, we follow schemes of work created by White Rose Maths. Their Yearly Overviews, detailing what area of maths your child will be learning, and when, can be seen below.

In our Nursery and Reception classes, our teachers follow the Development Matters guidance; more information on this can be found in the overview 'EYFS Subject Spotlight'.

St Anne's Calculation Policies