Maths

Intent

'We presume children will achieve their very best. Children will leave this school as the very best, readers, mathematicians and writers that they can be...'

This statement determines everything we do at Keevil Academy and using the White Rose Scheme and our own core values in unison we have created a maths scheme tailored to the needs of our children.

 

Maths is taught as a progression beginning in the Foundation Stage where the children work to achieve 'Early Learning Goals' in number, progressing to the upper juniors who are developing skills to take them on to secondary school. Each topic is taught in small steps, over a period of days/ weeks, in blocks, with opportunities to revisit topics throughout the year to ensure the children achieve a level of mastery.

 

The Calculation Policy is on the website and enables parents to see the types of methods their children will be using in the class. There are also examples of White Rose workbooks to help parents understand the concepts their children are engaging with in maths.

Implementation 

 

In key stage 1 and 2 our teaching is informed by the National Curriculum 2014 which separates maths into a number of sections. These are: Number, Measure, Geometry, Statistics, and in the upper juniors Ratio and Proportion.

Maths is taught daily in every class and there are also opportunities to demonstrate maths skills in other curriculum areas for example graphs in science, measure in DT etc.

We adopt a mastery approach in all classes: 

Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.

Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material. (NCETM).

In each concept of maths, the children are presented four mathematical concepts:

Fluency: Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics

Reasoning: Reasoning in maths is the process of applying logical thinking to a situation to derive the correct problem-solving strategy for a given question, and using this method to develop and describe a solution. Reasoning is the bridge between fluency and problem solving.

Problem Solving: Problem solving in maths is finding a way to apply knowledge and skills you have to answer unfamiliar types of problems.

  • During lessons children will have access to a range of practical and visual resources should they require it.
  • Teachers model a range of methods and strategies required making links to past learning.
  • The children will frequently complete a task and then regroup to discuss outcomes and share ideas. This could happen two or three times during a lesson.
  • Children learn a range of methods and strategies to answer a range of mathematical questions and also to develop a level of oracy which enables a child to explain their thinking when solving mathematical problems.
  • Catch up sessions are held a few times a week for those children who require a little more time to grasp a concept
  • Children who have additional needs will have work adapted, modified to meet their needs and additional support will be given if required.

 

Additional resources used to support the teaching of maths are:

In year 1 children are developing recall of number facts which will be the foundation blocks upon which the rest of maths is built and is therefore very important. These form the start of the 99 Club

 Times tables begin to be taught in year 2 and this process continues into year3/4. Hopefully by this time the children are then ready to apply their knowledge. In class times table challenges are done each week plus the 99 club is checked weekly.

Maths homework is set for both Key stage 1 and 2 children although the form it takes varies. In key stage 1 the children are set the challenge of learning their number bonds to 20, whereas in the junior’s homework takes a more formal form in weekly homework. Including the times table challenge (99 club) which takes place weekly throughout the junior classes.

Children also have access to Times table Rockstar’s to encourage them to practice their tables.

Impact

At Keevil C of E Academy, we recognise that mathematics is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. Our daily maths lessons ensure a coverage of number, calculation, geometry, measures and statistics throughout the year. We want Keevil children to develop a love and understanding of mathematics where they feel secure in the skills that we have taught and able to apply these to different aspects of the primary curriculum. Children should leave Keevil, with an embedded enjoyment of mathematics, feeling confident in their mathematical ability and able to use their skills across the curriculum.

 

Parent guides for maths
Year 1 example booklets
Year 2 example booklets
Year 3 example booklets
Year 4 examples booklets
Year 5 example booklets
Year 6 examples booklets