Maths

Maths knowledge and understanding is essential to everyday life.  All children need to achieve fluency, reasoning and problem solving skills that they can apply across the wider curriculum and in their next stage of learning.  At The Boyle and Petyt Primary School we follow the key objectives of the National Curriculum and the principles of the Statutory Framework for the Early Years Foundation Stage (EYFS). 

INTENT

The school aims to teach a maths curriculum that will give all pupils opportunities to:      

• become fluent in their understanding of number and place value, the four operations, fractions, measurement, geometry, ratio and proportion, algebra and statistics;
• develop consistent calculation methods in accordance with the School’s Calculation Policy;
• build on and apply prior learning to promote fluency;
• become confident and resilient mathematicians who enjoy the subject and the challenges it brings;
• understand maths as a means of communication and a tool to complete everyday tasks;
• know and apply mathematical vocabulary;
• apply mathematical concepts and processes to problem solving; and
• understand computational concepts and processes.

IMPLEMENTATION

In the EYFS children are given frequent and varied opportunities to build and apply mathematical understanding using a range of concrete and pictorial resources to support their learning.  The EYFS curriculum is structured to include a wealth of opportunities for children to develop their spatial reasoning skills across all areas of maths including shape, space and measures. Children engage in activities that support their development of positive attitudes, resilience and enjoyment in maths.  They identify and create patterns and they look for connections and relationships.  Children are encouraged to talk about their learning using correct mathematical vocabulary that is appropriate for their age. In Reception, the children are introduced to the White Rose Maths scheme which aligns with the Early Learning Goals and prepares the children for their next stage of learning.

In Key Stage 1, maths is taught daily for a minimum of one hour each day.  The School follows the White Rose Maths scheme of work but supplements this with additional resources and activities.  In this key stage, the School subscribes to NumBots, an on line learning platform, which supports classroom learning.

In Key Stage 2, maths is taught for a minimum of five hours per week. The School follows the White Rose Maths scheme of work but supplements this with additional resources and activities.  In this key stage, the School subscribes to Times Tables Rock Stars an on line learning platform which supports classroom learning.

Teaching follows the systematic progression of components set out in the School’s Maths Progression Document.  More detailed specific learning objectives are set out in the Medium Term Plans. 

Lessons take place in the classrooms and also in the wider school grounds.  Lessons incorporate regular opportunities for ‘over-learning’ and regular low stakes testing.

In Key Stages 1 and 2, learning in school is consolidated by weekly home work tasks.

Cross-curricular links with other subjects, such as science and ICT, are explored where they add depth to the teaching of this subject.

Where appropriate, learning is enhanced by visiting speakers, school events, workshops run by experts and educational visits.

All pupils, regardless of race, gender or ability, have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils.  Differentiation is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively.  When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills.  Evaluating lessons helps teachers to identify where changes can be made for future planning and development.

In the school, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported.  Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.

IMPACT

Children’s progress is assessed by the maths teachers against the objectives and end points set out in the Progression Documents and the Medium Term Plans.  Lessons include regular opportunities to re-visit prior learning to allow teachers to evaluate the extent to which pupils know and remember more. 

Teachers in Key Stages 1 and 2 analyse the data generated by termly standardised testing and annual statutory testing. 

Monitoring is carried out by the Maths Subject Leader through:

• Reviewing planning documentation.
• Discussions with staff.
• Pupil voice.
• Classroom observation.
• Work monitoring – work on display and in books.
• Analysis of standardised data from internal testing.
• Analysis of data from statutory testing.
• Analysis of the outcomes against the Early Learning Goals.

Other monitoring is carried out by the Head Teacher, the North Yorkshire Senior Education Adviser and the Governors.