How We Learn Maths

How we Learn Maths at Earith Primary School: Intent, Implementation & Impact

Intent: Children understand that mathematics is an essential skill, which is a part of everyday life and something that they will continuously need throughout their lives.

Children understand that maths is an integral part of the majority of professions and therefore is essential for their future.

Children build an appreciation, curiosity and love for the subject.

The school supports children on their journey towards maths mastery and this will mean: - Children will become fluent mathematicians and will be able to reason and problem solve - Children will build a deep understanding of mathematical concepts and make connections, which will allow them to apply what they have learnt in different contexts - Children will become competent and independent mathematicians.

Implementation: At Earith Primary School, we recognise that for pupils to progress to deeper and more complex problems, children need to be

confident and competent across each year’s objectives.

Planning: The core of our planning comes from the National Curriculum and this is applied through the use of aligned planning materials from a range of sources including The National Centre for Excellence in Teaching Mathematics, White Rose and Nrich, to provide a mastery curriculum that is personalised to meet the needs of each child within our mixed-age classes.

Lessons: The school builds upon children’s knowledge and understanding from Year R to Year 6, showing continuity and consistency in their approach in-line with the National Curriculum and the Early Years Framework Maths lessons are enjoyable and engaging and staff are knowledgeable and enthusiastic about the subject.

Maths lessons take place every day and typically include learning episodes such as: a warm-up, a mental starter, a main learning activity and a plenary/mini plenaries.

Teachers regularly refer to why the area of mathematics studied can be useful in everyday life as well as plan lesson to address real-life contexts.

Effective modelling and scaffolding is provided by the teacher in order to assist pupils’ understanding and application.

Key maths vocabulary is displayed and used in lessons to promote mathematical talk. The Maths Working Wall reflects current learning/contains aide memoirs that pupils can draw upon to assist them in lessons.

Children will be clear about what they are learning and how they can be successful.

Teachers have high expectations of what pupils can achieve and on the presentation of pupils’ work, as do the pupils themselves.

Lessons are well-differentiated and no ceiling is put on children’s achievement.

Maths lessons give children opportunities to explore and investigate mathematically as well as encourage children to ‘work things out for themselves’ and become willing to learn through mistakes Children have access to the outdoors, computers/iPad and use of practical resources to support, inspire and engage them in their learning.

Children are given numerous opportunities to explain their mathematical thinking/reasoning to each other, in small groups and to/with the teacher and are encouraged to use the appropriate mathematical vocabulary.

In EYFS children will have opportunity to develop mathematical skills and language through continuous and enhanced provision both in the classroom and in the outdoor learning environment.

In EYFS Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.

EYFS staff must be familiar with the Mathematical Development Prime Area of Learning (Number and Shape, Space and Measure) and plan for these as appropriate.

Assessment: Live in the moment feedback – verbal and/or written – is used wherever possible to support and challenge children’s mathematical thinking and development.

Teacher assessment following learning is focused on next steps to design and inform next lessons.

Demonstration of the Earith learning behaviours is acknowledged and celebrated.

PIXL and previous year’s SATS papers are used to inform of pupil progress and attainment and are typically used termly. Class

teachers mark these assessment papers in order to analyse gaps in knowledge and inform future planning.

Target Tracker is used to record outcomes from a range of assessments to identify levels of progress and attainment; these are then used to inform subsequent focused provisions/interventions.

Pupil progress meetings are held termly focused on individual pupil progress and emergent needs and the identification of next steps.

In EYFS, adult led learning is recorded in maths books, additionally observations and learning is recorded through Tapestry, allowing staff and parents to communicate effectively.

Parents: Parents are made aware of what children are learning/how to support them through information on the website, newsletters, parents evening, informal/formal conversations and special event evenings such as preparation for the MTC in Year 4 and SATS information evenings.

Impact: Impact of the maths curriculum is measured in several ways: Formative assessment: Teachers respond to the day-to-day emergent needs of pupils, providing support and feedback during the lesson and in informing the next steps for subsequent lessons in order to respond effectively to gaps in learning or provide further challenge.

Summative assessment: Using the school’s assessment cycle, pupils are tested in maths and the outcomes are used along with teacher assessment to determine progress and achievement. This data, using Question Level Analysis (QLAs) is then used to further interrogate CLA (Component Level Analysis) and inform future planning.

Knowledge assessment: Using the school’s knowledge assessment cycle, pupils take part in cyclical quizzes at multiple points throughout the year in order to provide an opportunity to recall what they have learnt currently and previously as this process promotes memory retention and provides a link to current learning.

Maths Leadership: The maths leader engages with a range of external sources to ensure the maths curriculum is research-based and provides the best offer possible for the children.

The maths leader engages with and leads on maths CPD and ensures that they and all staff have the subject knowledge necessary to deliver the Earith maths curriculum.

The maths leader monitors the Earith maths curriculum by using a range of sources including lesson visits/typicality walks, planning scrutinies, books looks, data outcomes and pupil learning conversations; these sources form the basis of evaluating the impact of the curriculum, strengths and emerging priorities.

The maths leader reports to the Earith governing body regarding the quality of education in maths .