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Ferham Primary School

Maths Policy

 

Our ambition at Ferham Primary School is for all children to receive a cumulative maths curriculum that builds upon learning allowing pupils to make deep connections across topics. We have several important aims regarding Mathematics: to ensure children reach their full potential; that our pupils leave the school meeting expected standards; that they become numerate and have a love for number; and that they tackle maths with confidence.

 

 

Intent

The maths curriculum at Ferham Primary School intends to ensure that the children become fluent in the fundamentals, can reason mathematically and can solve problems by applying their learning to varied situations with confidence. We want the children to see that maths is an interconnected subject; to make connections across the different areas to develop their fluency. Fluency and reasoning are connected throughout each year group: pupils will learn number and arithmetic skills alongside the connected areas of reasoning. Pupils will be given plenty of opportunities to practise and implement arithmetic strategies in ten question formative assessment. If gaps are identified or pupils are working below ARE, teachers use the school Maths progression map to locate the key objectives where pupils need to begin their learning from, or they may highlight key objectives that need to be taught explicitly in order for pupils to make their deep connections.

 

Implementation

Due to the Maths curriculum’s cumulative nature, units of work in Reception to Year 5 should be taught in the order they are provided. Teaching them out of sequence could result in gaps in learning which may be detrimental to pupil’s achievement. There is more autonomy for teachers in Year 6 regarding the order in which they teach the units. A yearly planner (medium term plan) is provided for each year group which must be followed. This maps together the number and arithmetic objectives with the reasoning and has scope to repeat objectives later in the year if necessary. This is a working document; it must be followed in order to ensure pupils achieve the highest standard. Adhering to this planning tool will also ensure all units of work are completed within the academic year. A planning format is also provided to ensure teachers are planning correctly for the pupils who are working with an adult, or pupils who need to work with an adult the following day. Pupils who have English as an Additional Language (EAL) must be taught arithmetic skills prior to being expected to access any reasoning or problem solving, this should only occur when their reading skills are of a level to access basic written problems.

 

 

F2 - Focus Group Model (fig.1)

Adults plan one focus group activity that incorporates, embeds and consolidates the key learning from the objectives.

Adults ensure that continuous provision enables pupils to explore, embed and extend the key learning from the unit through child-initiated play.

 

                                                                                                              Fig. 1

 

It is vital that teachers and other Reception staff understand fully the Dimensions of Depth and how to enable pupils to develop in these three dimensions within all lessons, through both indoor and outdoor provision.

This could include:

• Using a range of concrete, pictorial and abstract representations to develop

conceptual understanding and encouraging pupils to talk about these

• Modelling accurate mathematical vocabulary and expecting pupils to talk in full

sentences using that vocabulary

• Asking questions which encourage pupils to use their imagination, think

logically and develop their reasoning.

 

This may be during maths lessons, continuous provision and/or in free flow play both indoors and outdoors.

 

Key Stage One and Two


Each Maths lesson, arithmetic or reasoning, is delivered in a four-part structure. See fig.2. The Dimensions of Depth underpin the four-part lesson. Each part provides opportunities to focus on conceptual understanding, language and communication and mathematical thinking for the mathematical concept being covered. Lessons should be adapted using the resources and/or scaffolded according to class and pupil need; where possible, the four-part lesson structure should still apply.

 

Fig.2

 

Do Together: This is the introductory task to today’s learning. It should be modelled by an adult using the required method; pupils should have an opportunity to contribute. More than one example may be given depending on whether the task is new. At times, some pupils (those of a higher ability or those accessing below ARE) may not be part of this, but instead working with another adult on tasks more appropriate to their learning needs.

Spot the mistake: This is an opportunity for pupils to discuss the question presented with a mistake. The question needs to relate to the lessons objective. For some pupils and particularly older pupils, having this on paper would be beneficial. Pupils are required to use mathematic language when explaining.

Independent Learning: The Independent Task provides pupils with the opportunity to practise the learning from that lesson. This may be independently and/or in pairs/small groups. This is the longest part of the lesson.

 

Independent Learning supported by an adult: Pupil(s) should be grouped according to prior learning. This is an opportunity for the adult to support a pupil’s learning, not reteach. Immediate feedback needs to be given within the group via pink pen.

 

Blue pen marking – work with an adult: All pupils should mark their first couple of questions within the first 5 minutes of the independent task: this is where pupils who may be struggling can be moved to work with an adult for support or, those working with an adult who show ability to work independently can be given that opportunity.

 

Sharing Learning: This segment builds on the independent learning and provides the opportunity for pupils to share methods, answers and problems they encountered throughout their independent learning. Pupils are required to use mathematic language when explaining. This is where huge praise for effort needs to be awarded.

 

 

Vocabulary

Each unit of work consists of a variety of resources to ensure the needs of all pupils are being met. Key vocabulary pertaining to the topic area are presented daily to be read, repeated and discussed during the Do Together and Spot the Mistake. Teachers should repeat these words at the beginning of the lesson and refer to them repeatedly during every lesson including their meaning where necessary. The key vocabulary should be presented on the Maths Working Wall to allow the children to familiarise themselves with the words in relation to the subject are e.g. acute and obtuse when working on angles. This will support the understanding of the work for children who have English as an Additional Language (EAL) and children who have Special Educational Needs (SEN). Pupils should be expected to attempt any reading during maths using their phonetical skills: reading is a cross-curricular demand.

 

Adaptation

Where appropriate, all pupils should be exposed to Age Related Expectations (ARE) daily, setting the expectations high but achievable for the majority. There may, in some circumstances, be a necessity to adapt the learning to enable those not yet working at ARE to access the learning alongside their peers. In the first instance, extra equipment should be provided to scaffold the learning for such pupils in order to facilitate their understanding of the process or concept. Secondly, if the pupil(s) are still not able to understand the concept or theory, adult support should be given in the form of explanation, examples and encouragement. If pupils are still not able to access the work in a confident manner, then the Objectives Progression map (or Birmingham Toolkit) should be used and the pupil(s) informally assessed against previous year group key objectives to ascertain their current working ability. Pupils who are working well below ARE may benefit from accessing alternative work during Do Together or Spot the Mistake. Children who are displaying greater knowledge than ARE should also be adapted for, offering questions with depth of reasoning which may require the transfer of skill(s) from the Mastering Maths resources. It is important that the children who are working at or above age relate expectations are also given the opportunity to be in a focus group with an adult, at least once a week.

 

Impact

We ascertain impact using assessment in three forms: assessment for learning; assessment as learning; and assessment of learning. 

 

In maths, assessment for learning is continuous as teachers adapt their teaching in accordance to the learners needs. Teachers constantly observe the understanding of all pupils during lessons, this is how planning, resourcing and daily groups are led. This includes pupils working in groups following the previous day’s learning, either as a challenge or as a support group. Pupils complete weekly arithmetic assessments for learning, teachers respond to these with appropriate work planned for morning maths sessions. Multiplication tables check - times tables are taught explicitly through both arithmetic and reasoning in curriculum related year groups. Times tables are checked weekly through a timed formative assessment.

 

In maths, assessment as learning is during the independent part of the lesson. Pupils complete strategically chosen questions to suit their needs. At the beginning of the week questions are based on an arithmetic concept, which they learn, later implementing the strategy in their reasoning and mastery questions. Their work is marked with pink pen, some pupils will be moved as an assessment of their learning, either for support or to work independently. Groups, 1:1, mixed ability and independent learning should change daily to suit the needs of the pupils. Pupils should not be given work that is too easy, or work that is inaccessible.

 

Maths is assessed for learning on a daily basis. In preparation for the Multiplication tables check, times tables are taught explicitly through both arithmetic and reasoning in curriculum related year groups. If pupils appear to be finding a certain aspect difficult, it is vital that they are given the opportunity to fix any misconceptions either in a small group during the lesson (moved within the lesson to a suitable group), first thing on a morning, or straight after lunch – the same day has a bigger impact. To ensure pupils are being challenged, pupils should not be completing work at speed, but methodically with understand of processes.

 

In maths, assessment of learning occurs daily, towards the end of the lesson ensuring pupils are placed in the correct group for the next day’s learning. Although arithmetic assessments are predominantly used as a formative task, they can also be used in a summative form so that secure knowledge is not retaught. It also occurs as pupils take a formal end of term assessment 3 times a year which drives planning. If pupils persistently struggle to access ARE, they will be assessed against the BTK.

 

All members of staff will be observed either informally or formally throughout the year to ensure the implementation of maths is having the best impact across school. Year groups will be closely monitored in relation to end of term assessments and will be given support, advice and guidance from KR with regarded to planning and teaching. Pupils will participate in interviews at least twice a year to track their long term memory and transfer of skills, both those who are working at ARE and those working above and below ARE will be interviewed.

 

All pupils will receive a formal report 6 times a year stating their average arithmetic score over the half term.

Maths

Progression

Calculation

Policy

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