# Maths

AIMS

We aim to provide the pupils with a mathematics curriculum which will produce individuals who are literate, numerate, creative, independent, inquisitive, enquiring, and confident.  We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical knowledge, skills and understanding to their full potential. We believe that the best teaching develops conceptual understanding alongside pupils’ fluent recall of knowledge and confidence in problem solving. We aim to teach the mathematical skills in line with the 2014 The National Curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Our pupils should:

• have a sense of the size of a number and where it fits into the number system
• know by heart number facts such as number bonds, multiplication tables, doubles and halves
• use what they know by heart to derive new facts and apply them to calculations
• calculate accurately and efficiently, both mentally and written, drawing on a range of calculation strategies
• recognise when it is appropriate to use a calculator and be able to do so effectively
• make sense of number problems, including real life problems, and recognise the operations needed to solve them
• discuss and explain their methods and reasoning using correct mathematical terms
• judge whether their answers are reasonable and have strategies for checking them where necessary
• suggest suitable units for measuring and make sensible estimates of measurements
• explain and make predictions from the numbers in graphs, diagrams, charts and tables in appropriate curriculum areas
• develop spatial awareness and an understanding of the properties of 2D and 3D shapes

PROVISION

The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

Information and communication

Pupils are provided with a variety of opportunities to develop and extend their mathematical skills.

Lessons begin with a mental/oral starter followed by a main teaching activity and a plenary session.  The teaching of mathematics at Herringham Primary Academy provides opportunities for:

• group work and investigative discussion
• guided work led by a member of the classroom teaching team.
• paired work
• whole class teaching
• individual work
• Use of ICT to support learning and development of skills (i-progress/ accelerated Maths).
• Outdoor Maths learning linked to investigation and mathematical enquiry.

Pupils engage in:

• the development of mental strategies (showing progression in line with the Maths milestones)
• Efficient written methods of the four operations (meeting minimum expectation outlined in the Maths milestones and GLC Calculations policy).
• practical work
• investigational work and problem solving
• Minimum of a weekly using and applying session.
• mathematical discussion
• consolidation of basic skills and number facts
• the appropriate use of ICT to support learning
• Maths challenge to support the consolidation and embedding of multiplication facts.
• The opportunity to embed these mathematical skills and concepts across the curriculum.
• Termly movie nights (KS2) provide the opportunity for stimulating creativity and enjoyment for Maths.

At Herringham Primary Academy we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced. Our Progression in Calculations document is available to all members of staff who teach mathematics. We ensure that children are introduced to the correct mathematical vocabulary at the beginning of and throughout each topic.  Children are encouraged to use this terminology in their verbal and written explanations. This vocabulary is displayed on Working Walls throughout units of work and rigorously applied to concepts.

Mathematics contributes to many subjects and it is important that children are given opportunities to apply and use Mathematics across the curriculum and in real contexts. Mathematical links are established across the curriculum and are highlighted in blue on foundation planning.

We endeavour at all times to set work that has high expectations for all, is challenging, motivating and encourages pupils to talk about what they have been doing. Learners are encouraged to be thoughtful, inquisitive and resilient. Learning rewards are used to celebrate achievements and successes across then curriculum.

The mathematics subject leader is responsible for co-ordinating mathematics through the school.  This includes:

• ensuring continuity and progression between year groups
• advising and supporting colleagues in the implementation and assessment of mathematics throughout the school
• identifying good practice & areas of development, to ensure that support is provided from within the school whenever possible
• assisting with requisition and maintenance of resources required for the teaching of mathematics (within the confines of the school budget)
• encouraging the effective use of resources and displays to scaffold learning
• keep up to date with new initiatives and mathematical research in order to move mathematics forward within their school

TEACHING & LEARNING

At Herringham Primary Academy we believe in Quality First teaching for all children.  We achieve this through ensuring the key principles of good quality teaching are applied in all lessons.

ROLE OF CLASS TEACHER

Teachers will:

• encourage pupils to have a positive and confident attitude to the subject.
• promote interest in and enjoyment of maths.
• Ensure that afl is used to plan appropriate learning experiences that enable all pupils to make progress
• recognise how children learn and provide visual, auditory and kinaesthetic material.
• present pupils with a wide range of mathematical experiences which will challenge their ability to explore ideas and develop mathematical thinking.
• enable pupils to communicate and discuss mathematical ideas using their own and technical language to convey meaning.
• encourage pupils to be creative and inventive in mathematics.
• encourage pupils to gain an appreciation of the relationships and patterns across the mathematical curriculum.
• enable pupils to apply mathematical skills in a variety of situations.
• equip pupils with a variety of mathematical strategies (to use in real life situations).
• find maximum opportunities for using mathematics in other subjects including ICT.
• ensure that mathematical learning takes place in a well-organised and number rich, stimulating environment (including the outdoor classroom and school grounds whenever possible).
• have a maths working wall which be used as an ‘aide-memoire’ for current learning

A working wall will include a current Learning Objective, Key Success Criteria, related models & images, key vocabulary and examples of children’s work. Opportunities for children to interact with the display on sticky notes or extension activities may also be included on the working wall.

• enable and encourage pupils to be independent and also provide support when appropriate.
• set suitable homework in KS1 and KS2 in line with the guidance provided in the school’s homework policy.

We believe that in highly effective practice, teachers get ‘inside pupils’ heads’. They find out how pupils think by observing pupils closely, listening carefully to what they say, and asking questions to probe and extend their understanding, then adapting teaching accordingly.

ASSESSMENT

At Herringham Primary Academy we continually assess our pupils and record their progress.  We see assessment as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupil, to ensure good  progress.

Information for assessment is gathered in various ways:

• listening to children’s responses
• carefully constructed questioning to elicit further clarification of thinking
• whiteboard work
• observing pupils manipulating resources
• marking
• formal testing

Teachers will use these assessments to plan further work and also to make their own Teacher Assessment which is recorded on Target tracker each term. At the end of Reception children’s assessments are recorded in their Foundation Stage Profiles.

EQUAL OPPORTUNITIES

All children have equal access to all aspects of the mathematics curriculum. This is monitored by analysing pupil performance throughout the school to ensure that there is no disparity between groups. Appropriate support is provided as necessary to ensure that all children can access the curriculum. Children with IEPs related to mathematical development will be supported by the classroom teacher, SENCO and subject leader. Additional provision will ensure that children with IEPs can access their target and can make manageable steps to meet them.

PARENTAL/CARER INVOLVEMENT

At Herringham Primary Academy we encourage parents and carers to be involved by:

• sharing current mathematical methods through providing information from the school calculation policy.
• holding workshops for parents/carers focusing on areas of mathematics.
• Termly movie night to establish links between ‘film’ and mathematical skills.

GOVERNING BODY

At Herringham Primary Academy we have an identified Governor for Mathematics and s/he is invited to attend relevant school INSET, liaise with the maths subject leader and visit lessons.

The Mathematics Governor reports back to the Curriculum Committee.

Appendix 2

QUALITY FIRST TEACHING - MATHEMATICS

Whole Class Teaching

Daily discrete mathematical teaching:

• is lively and engaging
• involves a carefully planned blend of approaches to direct children’s learning
• challenges children to think
• clearly defines and maps out the skills and knowledge which children are expected to learn
• recognises that mathematics is a combination of concepts; facts, properties, rules, patterns and processes, which require a broad repertoire of teaching and organisational approaches
• uses directive, inductive and exploratory approaches appropriately
• uses display to stimulate, develop and celebrate learning

The key features of Quality First Teaching are:

• daily, discrete mathematical teaching for all children, where ICT is an integral part, where pupils are taught the knowledge and skills as outlined in the National Curriculum
• regular opportunities for application of skills across the curriculum
• systematic teaching to secure knowledge of number facts and develop a good understanding of the four operations
• speaking and listening  to reinforce and extend mathematical understanding and  vocabulary
• problem solving skills and methods form an integral part of all aspects of mathematical teaching

Using and Applying

Regular opportunities are given to practise and apply mathematical knowledge and understanding in a range of contexts to:

• develop skills of reasoning, logic and generalisation
• develop automaticity and reasonableness
• plan and pursue a line of enquiry

Mental and Oral work

Ensures that pupils have opportunities to: Rehearse, Recall, Refresh, Refine, Read and Reason:

• pupils use and listen to the language of mathematics,  explaining their methods, ideas and reasoning
• practise and secure recall: number facts,  shape names and properties, units of measures, types of charts, and graphs
• practise and consolidate existing  mental calculation skills, set in context of problem solving
• develop thinking and reasoning skills.
• clarify and refine their understanding
• interpret images, diagrams and symbols correctly; read number sentences and provide equivalents; describe and explain diagrams and features involving scales, tables or graphs
• make informed choices and decisions, predict and hypothesise; use deductive reasoning to eliminate or conclude: provide examples that satisfy a condition always, sometimes or never and say why.

Plenary

The three main purposes of the plenary are feedback, reflection and forward planning.

The plenary:

• confirms what learning has taken place, making reference to the lessons objectives and drawing together the key points that pupils should know and be able to recall.
• enables teacher and pupils to diagnose and address areas of misconception
• engage the pupils in discussion
• contains short tasks that draw on the pupils knowledge
• looks forward to what pupils could do next and, where appropriate, homework is set.
• make links to other work, within mathematics, across the curriculum and is related to the ‘real world’

Mini Plenary

Mini plenaries are used during the lesson to:

• direct learning- referring back to the Learning Objective and the Success Criteria
• draw attention to possible misconceptions
• motivate by sharing good examples of work

Effective regular guided group support

Small groups guided by the Teacher or LSA will be used:

• to further extend and develop children’s mathematical understanding
•  using flexible groupings according to need

Independent work

Independent work will include regular opportunities to:

•  consolidate learning through using and applying knowledge and skills through problem solving and games
•  extend and broaden knowledge and skills through open-ended problem solving that is child led

Interventions

Extra support is given to children where needed. This may be on a one to one basis or in a small group. They may be led by an LSA directed by the class teacher or by a specialist teacher.