Our School Vision

Our school curriculum is driven and shaped by our school vision, which informs everything that we do.

Our vision is to ensure that every child achieves happiness, emotional and physical wellbeing.

To have the opportunities to develop an understanding of their own spirituality. 

 Through this vision our children will flourish with kindness as individuals and achieve their very best.

  All children will grow a lifelong love of learning, a love for others and our world and a love for themselves.

Intent

Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Sedgeberrow C of E First School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. At Sedgeberrow we foster positive can do attitudes and we promote the fact that ‘We can all do maths!’ We believe all children can achieve in mathematics and follow the essence of Maths Teaching for Mastery. Maths teaching for mastery rejects the idea that a large proportion of people just can’t do maths. At Sedgeberrow we follow the five big ideas in teaching for mastery:

Teaching enables secure and deep understanding of mathematical concepts through manageable steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems.  They will spend time becoming true masters of content, applying and being creative with new knowledge in multiple ways. At our school children’s wellbeing is a strong focus, this is also embedded in our approach to the teaching of mathematics. We develop children's ability to work both independently and collaboratively as part of a team. Through mathematical talk, children will develop the ability to articulate and discuss their thinking.

We aim for all pupils to:

· become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

· be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios.

· reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

· have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

 

Implementation

Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish and achieve their very best.

Planning: Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers use the White Rose Maths materials, Termly Overview and Schemes of work to guide and support their planning alongside National Curriculum objectives. Staff also refer to the Calculation Policy when teaching formal methods. As part of this process, teachers need to plan the following for mathematics lesson.

• Precise questioning to test conceptual and procedural knowledge.
• Revisiting concepts in oral/ mental starters to ensure learning is committed to long term memory.
• Differentiated tasks to support children as well as, to challenge and deepen their learning.

• Reasoning and problem solving tasks to challenge their mathematical thinking.
• Competitive element to each lesson.
• Discussion time to develop the children’s own understanding and to listen to their peers.

In Years 2-5 daily times tables focus is planned to give children the opportunity to practise and improve their rapid recall skills with facts up to 12x12.  All children also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete to develop this fluency.

An example of a daily maths lesson:

 

Times Tables

Song/game with actions/ TT Rockstars

Mental Maths

Revisit strategies – use timed questions to improve rapid recall.

Starter

Recapping previously taught concepts/strategies and addressing misconceptions.

Main lesson

Clear objective and success criteria.

Teacher input limited to time children can hold their attention.

Practical tasks as teacher delivers input.

Class discussion.

Competitive element.

Task

Differentiated to meet each child’s needs.

More able challenged.

Variety of questions / tasks from practical to written depending on the learning objective.

Element of reasoning and problem solving tasks.

Plenary

Address any misconceptions.

Extend understanding or reinforce learning looking at the success criteria achieved.

 

Teaching: At Sedgeberrow we employ a variety of teaching styles and opportunities for children to learn and develop their mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school is developing the children’s reasoning and problem solving skills. This is a incorporated into every maths lessons. The teaching style adopted by all is one which encourages the children’s love and passion for maths supporting their ‘can do’ attitude. It is important to ensure that children are continually engaged in the lesson, practical tasks are given, discussion time with their peers to talk through answers and a strong focus on children leading their learning.

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 through a topic-based curriculum.

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.

All children in the Foundation Stage have daily opportunities to develop their mathematical understanding, primarily through play, to meet the needs of Development Matters. The 2 strands of Mathematics taught in the EYFs are Numbers and Shape, Space and Measure.

Impact:

At Sedgeberrow, we expect:

· Most children reach end of year expectations and a proportion with greater depth

· Children to make at least expected progress each year

· Well planned sequences of learning support children to develop and refine their maths skills.

· Children are able to independently apply their knowledge to a range of increasingly complex problems.

· Children are reasoning with increased confidence and accuracy.

 

By the end of year 5, we expect our pupils to:

· become fluent in the fundamentals of mathematics

· reason mathematically by following a line of enquiry, conjecturing relationships and generalisations.

 · solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.

 

We measure our impact of our curriculum through the following methods:

· A reflection on standards achieved against the planned outcomes;

· Termly assessment Progress using Rising Stars White Rose testing materials. This produces standardised data which enables us to track progress, predict future performance and benchmark against national averages.

 

The Mathematics leader, the Headteacher and the Senior Leadership Team take responsibility for the monitoring of the mathematics curriculum and the standards achieved by the children. The mathematics leader will monitor for appropriate pitch and progression regularly. This monitoring takes the form of: 1. lesson observations and feedback;

2. learning walks and pupil voice conversations;

3. planning scrutiny followed by support where necessary;

4. book trawls on a frequent basis;

5. termly data analysis;

6. moderation within the cluster to ensure each school has the same standards;

7. transition opportunities for our Year 5 pupils, as well as staff, to engage with our feeder middle School Data is collected termly and reported to SLT.

 All teachers contribute to a termly Pupil Progress Meeting where the data is analysed and targets are made by highlighting pupils not making expected progress towards targets and focusing on the children’s next steps.