Maths at Yohden

Intent

At Yohden Primary School, our staff expect our pupils to show independence and to be resilient when working with mathematical problems. We strive for confident mathematicians that can choose appropriate methods of mathematics which can be applied to a range of real-world problems and to be financially literate.

At Yohden Primary School, our mathematics curriculum is planned and delivered to allow all children to become fluent, to reason mathematically, to problem solve and to perform mental calculations quickly and accurately. Our curriculum is progressive, building on and recapping prior learning at every opportunity. Each lesson is tailored to the needs and abilities of all pupils whilst offering adequate challenge to ensure at least good progress is made by all.

Our mathematics curriculum ensures that pupils at Yohden Primary School are given opportunities to develop life-long mathematical skills.

We believe that children learn mathematics first through experiential learning followed by concrete, pictorial and abstract learning. At Yohden Primary School, mathematics is sequenced in a way that follows this approach, revisits prior learning, and uses appropriate resources to scaffold learning where necessary.

We have adopted a mastery approach to the teaching of Mathematics, based on the belief that all children can achieve, given good teaching, time, resources, and the opportunity to practise mathematical skills.

Implementation

Planning and Assessment

Mathematics units are planned and taught using Yohden’s Long-Term and Medium-Term planning documents for mathematics which use guidance and planning ideas from the National Curriculum (2014) and White Rose Premium. Subsequently, this is supplemented with planning ideas and resources from Power Maths, NCETM and NRICH to ensure additional challenge and support are offered within our curriculum.
Medium term planning documents are used by teachers to plan lessons, adding additional provision to support learning e.g., SEND/GD learners.
Teachers use our calculation policies and National Strategies documents to support planning and teaching of key concepts and mental arithmetic.
Assessments are made using the National Curriculum (2014) documents and our mental calculation assessment sheets. Teachers carry out summative assessment for their pupils. This indicates whether a pupil is secure or not in that strand. Blue highlighting is used in the autumn term, green in spring and orange in summer. These assessments are then transferred to the school assessment systems at the end of each term. Teachers must also use prior year group’s assessment sheets to ensure gaps in learning are being addressed. Assessments to be completed whilst formatively marking pieces of work and added to the school’s assessment tracking system at the end of each term.
White Rose end of term assessments to be completed at the end of each term to support teacher assessments.
Teachers plan and regularly check Numbots and Timetable Rockstars activities to develop mental calculation, recall and fluency. Additionally, teachers use Sumdog to allow pupils to develop their mathematical understanding.
It has been identified that the current cohort moving from Reception to Year 1 will need additional provision. Mathematics provision areas and activities to be set up.

Teaching and Learning

Mathematics working walls to be used in all classrooms showing key vocabulary, worked examples, and used in lessons.
Displays showing expectations of presentation in mathematics to be used in lessons.
Children’s work to be displayed in classrooms as a celebration of achievement.
Mathematical areas in EYFS to be set up to allow all children to learn through independent play.
Mathematics lessons to be planned using the White Rose Scheme of work as a skeleton and using our school’s mathematics progression document.
Additional challenge and greater depth resources to be obtained from Power Maths, NCETM, NRICH and White Rose Premium.
Learning outside the classroom and through practical experience to occur when relevant.
Mathematical resources to be used and modelled during lessons and to be used by children during independent work where necessary.
Mathematics lessons will begin with a 5-minute retrieval activity.
Mathematics lessons will conclude with a 5-minute reasoning, problem solving or misconception plenary.
Mathematics lessons will include fluency, reasoning, and problem-solving opportunities.
Mathematics lessons will be differentiated accordingly while offering rigor and challenge to all pupils.
Mathematics concepts will be taught following the experiential > concrete > pictorial > abstract approach.
Marking and feedback in mathematics will address errors and misconceptions, offer additional challenge, and give opportunities to reason mathematically.
Correct use of standard English will be modelled, applied, and corrected where necessary.
Timestable Rockstars and Numbots to be used to improve mental calculation and fluency.