Subject on a page:
Maths
At Bentley West, we believe that maths has a crucial role in our lives and a positive attitude towards the subject is essential for success.
Intent - We aim to...
Approach to assessment
Once every half term, children’s work is assessed against the year group expectations. In class, daily formative assessment is used to identify and address gaps and misconceptions. Regular pupil progress meetings are held to discuss the progress of all children and ensure that any barriers to learning are understood and minimised (where possible).
Implementation -How do we achieve our aims?
Alignment to National Curriculum
All long-term planning has been carefully designed in line with the National Curriculum.In EYFS, the curriculum guidance for Mathematics (according to the New Framework, 2021) is followed and there is a commitment to ensuring the confident development of number sense through subitising. Children are encouraged to develop positive attitudes and interests in mathematics and they will begin to look for patterns and relationships. In years 1-6, we follow the White Rose Maths schemes of learning as well as their medium-term planning documents.
Impact - How will we know we achieved our aims?
Performance data
A high number of children will achieve the expected standard or higher in end of year, end of key stage and Year 4 multiplication tables check assessments.
End points
By Year 6 pupils will be more independent when problem solving, more articulate when reasoning and in their use of mathematical vocabulary. Through our Maths curriculum we provide children with the tools to reason logically, problem solve and to think in abstract ways. We enable all pupils to develop conceptual understanding of the mathematics they learn, its structures and relationships whilst also developing a fluent recall of mathematical knowledge.
Sequencing
In KS1 and KS2 the expectation is that all pupils receive 4 daily sessions of 1 hour a week, in addition to a 30-45-minute lesson focused on multiplication/mental maths (Y1-4) arithmetic/mental maths (Y5 & 6). The planning focus for arithmetic/mental maths/multiplication lessons is driven by the gaps identified in the termly NFER assessments.
Addressing Social disadvantage
A key principle of our teaching is about the belief that every child can engage with the curriculum for their year group, unless they have a significant developmental delay. Pre-teaching and same day intervention are in place to ensure that all children can engage with the key learning. The structure of the curriculum is designed to ensure that all children can keep up with the pace of learning.
Local context
We believe everyone can do maths. As we prove this, we are shaping assured, happy and resilient mathematicians who relish the challenge of maths. We want our children to become independent, reflective thinkers, whose skills not only liberate them in maths but also support them across the curriculum.
Pedagogical approaches
A typical maths lesson comprises of three parts. The first part is an interactive starter, lasting 5 minutes. This may be a recall of key number facts or recap prior learning. The main teaching would then follow and teachers will plan the lesson to ensure that all children will have the opportunity to follow the CPA approach (concrete, pictorial, abstract). The plenary reviews the lesson objectives and consolidate learning.
Teachers’ expert knowledge
The Maths subject lead supports all teachers and delivers regular CPD. Reception - Y-6 follow the White Rose Maths schemes of learning as their medium-term planning documents. The units of work provide teachers with exemplification for maths objectives and ensures that all pupils are able to progress to deeper and more complex problems whilst also being confident with fluency and problem solving.
Knowing more and remembering more
The ‘Ready, Steady, Go’ system is used to support the adaptation process and will relate to the learning objective. During the lesson, learning is reviewed and used to refocus the children on the learning objective, stretch the children onto something more challenging or address any misconceptions. There will then be a range of challenge activities that will support deeper learning for early finishers.
Teacher assessment
We use formative assessment daily as a powerful and continual form of assessment for learning as misconceptions can then be immediately addressed. The daily marking of the pupils’ work each day also allows the opportunity to address misconceptions immediately.
Promoting discussion and understanding
Our Maths programme includes both knowledge and vocabulary that are specific to the units that the pupils are studying. The lesson structure promotes regular opportunities for discussion through problem solving and is structured to lead to building understanding and articulating their knowledge by using their oracy skills.
Pupils’ work
We have high expectations of all children in terms of the quality and presentation of their work, which we believe leads to a sense of pride. Regular book monitoring is carried out to ensure that progress is clear throughout the year, that there is evidence of independence and a high standard of presentation is maintained.Learning environments will reflect the attitudes we have towards maths as well as provide the resources children need to learn concepts. Pupils’ books will contain a range of activities to explore mathematical concepts in carefully planned learning sequences.
Talking to pupils
All members of the senior leadership team and subject leadership team talk to the pupils as part of the regular monitoring timetable. The purpose is to explore what they have learnt and what they can remember as well as how much they have enjoyed it. Children are able to articulate their thoughts clearly and show pride in their learning and work. Key improvement actions are identified as a result.