At Greenhaugh Primary School, we recognise that Mathematics is essential to everyday life. We want our community to enjoy Maths, to learn from mistakes and to understand and appreciate the role of Maths in the world. We aim to provide a high-quality mathematics education with a mastery approach so that all children:
· become fluent in the fundamentals of Mathematics using Mathematical language;
· reason Mathematically;
· can solve problems by applying their Mathematics knowledge and skills.
At Greenhaugh Primary School, White Rose and The National Curriculum are used as the basis of our planning to support the small stepped approach in a mixed age context. We have recently started a journey towards developing a Teaching for Mastery Curriculum. As part of this process, teachers plan for mathematics lessons which start with whole class teaching with a shared focus on a key area of Maths. Children are set tasks within this area which match the relevant year group objectives and their current level of attainment and gaps in prior knowledge. Differentiation is offered either via support from an adult in the class, or via a different task. When tasks are finished, children are given a challenge to deepen their learning. When planning, teachers will
· Use precise questioning to test conceptual and procedural knowledge.
· Decide how and when manipulatives will be used within each lesson to scaffold difficult tasks.
· Create low stake quizzes to support learner’s ability to block learning and increase space in their working memory.
· Devise tasks and challenge questions to challenge pupils to apply and deepen their learning and Mathematical reasoning.
In the Early Years Foundation Stage (EYFS), we relate the mathematical aspects of the children's work to the Development Matters statements and the Early Learning Goals (ELG), as set out in the EYFS profile document. Mathematics development involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. The profile for Mathematics areas of learning are Number (ELG 11) and shape, space and measures (ELG 12). We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development. There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum. Towards the end of Reception teachers aim to draw the elements of a daily mathematics lesson together so that by the time children move into Year 1 they are familiar with a structured lesson / activity. Impact:
Due to the nature of the small class sizes, formative assessment plays a fundamental role in our day to day practice. This assessment forms the next steps in the lesson, the planning process and informs an immediate keep up approach to interventions whereby children will receive targeted activities with TA or Teacher to fill any emerging gaps. Regular conversations across staff allow for a shared understanding of individual children and their next steps in Maths. Summative assessments are sat by children termly and the results are analysed to show gaps. Progress in Understanding Mathematics Assessment (PUMA) is used which is a suite of termly standardised maths tests which enable school to track progress, predict future performance and benchmark against national averages.
Children’s progress is tracked and this informs termly pupil progress meetings. Children who are off track against prior attainment are identified and planning adapted to meet their relevant needs. Across the course of the year, these gaps will feed into Maths Meetings. We measure the impact of our curriculum through the following methods:
· A reflection on standards achieved against the planned outcomes;
· Pupil discussions about their learning. We aim that when children leave our school, they are equipped with the confidence, resilience, the basic skills and problem solving habits they need in order to succeed in the wider world. At Greenhaugh Primary School, we recognise that Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of future employment.
3D shape investigation, name stack or roll?
Odd or Even pattern hunting using peg boards
Mrs Amanda P Taylor (Headteacher) Greenhaugh Primary School, Greenhaugh, Hexham, Northumberland, NE48 1LX