At Bitterley Primary School, it is our belief that pupils are not learning to be mathematicians but that they are mathematicians.

‘Mathematics is a creative and highly inter-connected discipline...a high-quality mathematics education should provide a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity.’ (National Curriculum for Mathematics, 2014)

Intent

We aim to equip pupils with the tools to understand Maths. These tools include reasoning, problem solving and the ability to think in abstract ways. Mathematics is integral to all aspects of life; with this in mind, we strive to ensure that our children develop a healthy and enthusiastic attitude towards mathematics that will stay with them and support them in the next stage of their education and beyond. At each stage of learning, children are actively supported to reach their full potential as mathematicians

The National Curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

All teachers follow a termly overview plan and are encouraged to design lessons using a range of resources, including, but not limited to, the Whiterose Maths blocks. A typical Maths lesson provides the opportunity for all children, regardless of their ability, to become confident and capable learners. We are committed to building on prior learning and enabling our children to demonstrate a deep, conceptual understanding of each topic that they can develop over time. They are encouraged to develop fluency in their recall of key facts and a whole school approach to the teaching of calculation strategies is deployed across the school. This ensures a consistent and progressive approach and prepares our children for the upper key stage 2 curriculum. Reasoning and problem-solving skills are explicitly taught to enable children to become independent learners who are prepared to take risks. Additional time is allocated to arithmetic to ensure key skills in calculation are retained. The teaching of multiplication facts continues to be a discrete focus, where the applications of these skills are essential for accessing other areas of mathematics. To make the learning relevant, cross-curricular links are made wherever possible and children are encouraged to apply skills from all areas to complete real-life challenges and give learning a sense of purpose.

To provide adequate time for developing key skills in fluency, reasoning and problem solving, each class teacher will provide at least five daily mathematics lessons per week. This may vary in length but will usually last for about 45 to 60 minutes. Additional mathematics may be taught within other subject lessons when appropriate.

Class teachers provide quality maths lessons ensuring that there is emphasis on direct whole-class teaching, groups/partner work and independent work. We use a range of approaches (concrete, pictorial and abstract methods) following the Whiterose blocks, teaching mathematical concepts through small steps. Staff are expected to teach and model correct mathematical language, which scaffolds children’s reasoning and explanation skills – sentence stems are used to develop this.

Our policy of verbal feedback within lessons supports children in recognising their strengths and areas for development. Children are encouraged to share their misconceptions and misunderstandings and become adept in using appropriate vocabulary in doing so. The inclusion of open dialogue to discuss and explain mathematical thinking also strengthens the use and understanding of mathematical language along with ensuring children can explain, justify and evidence their thinking,

For pupils who may struggle or possibly ‘fall behind’ with parts of the curriculum, in class support is provided on a daily basis. Additionally, post teach and consolidation is provided in the early morning starters or afternoons to ensure they are ready for the next lesson. For SEN pupils a separate curriculum may be more appropriate.

Maths in Early Years

Teachers in the foundation stage also follow the NCTEM spines of learning. The Early Years is a time for exploration and investigation in maths and the learning environment promotes mathematical thinking. Children develop their understanding through a rich variety of activities both self-selected and adult led. Adults encourage the children to explore, enjoy, learn, practise and talk about their developing understanding which they can use to solve problems, generate questions and make connections across other areas of learning.

Maths in Years 1 and 2

In Years 1 and 2, the focus of Maths is to ensure the children develop confidence and mental fluency with whole numbers, counting and place value. This often involves working with numerals, words and the four operations (+ - x ÷). The children should be precise in using and understanding place value and know number bonds to 20.

The children also develop their ability to recognise, describe, draw, compare and sort different shapes. The children will use a range of measures to describe and compare different quantities (such as length, mass, capacity/volume, time and money).

Our Y2 pupils are prepared for KS1 SATs

Maths in our Lower Key Stage 2 (Years 3 and 4)

In Years 3 and 4, the focus is to ensure the children become increasingly fluent with whole numbers and the four operations (including number facts and place value). Pupils begin to develop efficient written and mental calculations with increasingly large whole numbers. They begin to develop their ability to solve a range of problems, including simple fractions and decimal place value. The children develop mathematical reasoning to help them analyse shapes and their properties and confidently describe their relationships. By the end of Year 4, children should have memorised their multiplication tables up to and including the 12 times table and be able to show precision and fluency in their work.

Pupils in Year 4 are prepared for the Multiplication Tables Check (MTC), from 2020 onwards.

Maths in our Upper Key Stage 2 (Years 5 and 6)

In Years 5 and 6, the focus of Maths is to ensure that children extend their understanding of the number system and place value to include larger integers. Pupils should be able to make connections between multiplication and division with fractions, decimals, percentages and ratio. Children should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems that demand the use of efficient written and mental methods of calculation. Children are introduced to algebra as a means for solving a variety of problems.

The children’s understanding and knowledge in geometry and measures consolidates and extends the knowledge they have developed in number; children should be able to classify shapes with increasingly complex geometric properties, using the vocabulary they need to describe them with accuracy and confidence.

Our Y6 pupils are prepared for KS2 SATs.

Impact

The impact of our Maths curriculum is that at the end of Key Stage 2 our pupils achieve and make progress in line with other pupils nationally, evident through:

• Fluency in their recall of key number facts and procedures
• Accuracy in the formal calculation methods for all four operations
• The flexibility and fluidity to move between different contexts and representations of mathematics.
• The ability to recognise relationships and make connections in mathematics
• The confidence and resilience to reason mathematically and solve a range of problems.

Displays

Each classroom has a maths display relating to current work. The maths display is presented to the pupils as a ‘maths working wall’ in classrooms from Year 1 to Year 6 and as a ‘maths area’ for children in Nursery and reception. Displays are accessible to both teaching staff and the pupils and they are updated regularly to reflect pace of learning. All teaching staff follow a list of ‘non-negotiables’ to inform them of what should be included on their ‘working walls’ to ensure that they are useful, purposeful and effective in promoting children’s independence and progress in the subject. This list includes key vocabulary, current learning spine, examples of methods and calculations and examples of work.

Cross Curricular Links

Connecting maths across the curriculum highlights how maths relates to life. We use and highlight our use of maths in science investigations, collecting, recording and presenting data and geography field trips collecting and categorising resources from the world around us and taking measurements, e.g. Rivers KS2. Computing also highlights the real use of maths with statistics, data collection and programming.

Calculation Policy

The calculation policy (see calculations/progression policy) has been updated in light of the new national curriculum programmes of study and discussion with class teachers.

Special Education Needs

Children with additional needs are supported by using practical resources and differentiated activities where needed. They are also further supported by additional support staff whenever possible. Where applicable, children’s provision maps will incorporate suitable objectives from the National Curriculum or the EYFS curriculum and teachers keep these objectives in mind when planning work. In addition to quality first teaching, interventions also take place during the afternoons and focus on those children who may need more specific targeted input.

Assessment, Recording and Reporting to parents

Assessment is an integral part of the maths curriculum and not an addition to it. Children’s work in mathematics is assessed from three aspects:

1) Informal, formative assessments are made continually by questioning the children, observing and monitoring their work. These short term assessments are closely related to the learning objectives for the lesson and help inform next steps.

2) Periodic assessments take place at the end of a unit/ 1⁄2 termly – we use white rose maths end of block assessments to check progress and understanding of content covered. This information also informs interventions.

3) Summative assessment is less frequent - this is the use of tests or more formal assessments to find out what children have learnt. We use National Test-style (NTS) maths papers whilst confidently measuring termly performance against thousands of pupils nationally.

Statutory Assessment Tests (SATs) are used for children in Year 2 and 6, plus children in year 4 are also required to take a multiplication tables check in the Summer Term. The purpose of the check is to determine whether pupils can fluently recall their times tables up to 12, which is essential for future success in mathematics.

A whole school tracking system is used to closely monitor children’sprogress throughout the school. Teacher assessments are entered termly and are closely analysed to identify children working at greater depth or who are at risk, appropriate intervention is then put in place to close gaps.

We see the relationship with parents as very important in supporting their children’s mathematical skills. There is a dedicated class pages on our school website with provides specific documents for parents outlining what is covered in each year group and ways they can support at home. Parents also receive a mid year report which provides information on their child’s outcomes and progress.

Homework

We use Time Table Rock stars and MyMaths for pupils in KS1 and KS2 to set weekly homework tasks. Homework tasks are linked to work covered in class that week. Once pupils complete assigned tasks, they can access the online games and booster packs.

Monitoring

The Mathematics subject leader has the overall responsibility of monitoring the standard of pupils work, the quality of the teaching and evaluating impact. The work of the subject leader involves supporting colleagues in the teaching of mathematics, being aware of current developments in the subject, and providing a strategic lead and direction for the subject in the school so that it remains high profile.

The school leadership team (& subject leader) will observe mathematics lessons and give feedback, staff will be directed to relevant CPD to develop their skills and support and improve their practice. Work scrutinies take place termly to monitor progress and standards and for the purpose of moderation. The school participates in external moderation.

Parental Involvement.

At Bitterley Primary School we encourage parents to be involved by:

• Inviting them into school to participate in year group maths workshops. To be informed about the up to date objectives, methods and strategies we use and to work with their child on a range of activities. Copies of the presentations and notes are sent home for parents who are unable to attend.
• Inviting them to parents’ evening each term to discuss the progress of their child.
• Providing weekly homework to consolidate classroom learning to inform parents of their children’s learning (My Maths).

Equal opportunities.

We incorporate mathematics into a wide range of cross curricular subjects and seek to take advantage of multicultural aspects of mathematics. All children have equal access to the curriculum regardless of race, social circumstance or gender. This is monitored by analysing pupil performance throughout the school to ensure that there is no disparity between groups. Teachers ensure that VAK (Visual, Auditory and Kinesthetic) learning styles are acknowledged and opportunities for all learners to use their preferred style are provided. Special Educational Support Plans are used to address specific areas of weakness and achievable targets are set in order to help the child make progress.

We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The Inclusion Policy helps to ensure that this school promotes the individuality of all of our children, irrespective of ethnicity, attainment, age, disability, gender or background.

Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude pupils. We make this a reality through the attention we pay to the different individual and groups of children within our school to ensure minimal risk of underachievement.