At Hackness and Wykeham Church of England Federation, we promote positive mathematical mindsets as we want our children to enjoy their learning, feel challenged and experience success in the subject.

Intent

Develop a culture where children enjoy their math’s learning and flourish in this area.

Develop positive mathematical mindsets whereby children feel confident, challenged and experience success in the subject.

Develop Children’s understanding of key concepts, developing mathematical language, recalling key facts and learning calculation strategies fluently to confidently reason and problem solve.

Implementation

The National Curriculum for maths is taught to all year groups using an approach to develop mastery which is tailored to needs of the learners.

Our lesson structure ensures that children have the opportunity to learn new conceptual knowledge and skills in mathematics through guided practice which is then developed into independent practice within the lesson. Key strategies are explicitly modelled to children with opportunities for shared practises.

Conceptual Understanding- Children develop an understanding of the mathematical concepts through the use of Concrete, Pictorial and Abtract approaches (CPA).

This includes exposing them to key vocabulary as well as when particular skills could/would be used in everyday situations.

Procedural fluency is included within the lesson - Children are provided with a variety of opportunities to practise their skills based on the strategies learnt.

Reasoning and problem solving- Children will apply their knowledge in a range of contexts to deepen their understanding. They will offer explanations to their answers through the key terminology of describe, explain, convince, justify and prove.

The progression of knowledge and skills framework is used for every year group to ensure coverage is met, the sequence builds on skills and progression is clear.

Planning is sequenced in a progressive manner whereby previous learning can be used to support new.

Retrieval practice is used to retrieve and reinforce previously taught knowledge in order to consolidate prior learning. It also used to assess knowledge.

Teachers assess and adapt learning for all groups of learners, specifically providing support and challenge for SEND and Pupil Premium children.

For each mathematical topic, key vocabulary, definitions and strategies are displayed on working walls to support children's learning appropriately.

NCETM Spines are utilised by teaching staff as a guide to support their planning, resourcing and assessment of number, addition and subtraction and fractions. Other areas of maths are supported by White Rose Maths resources.

In our mixed-age classes ,teachers plan and deliver objectives systematically. Where possible, similar contents and objectives are brought together and taught as one input to two year groups. Where this is not possible, teachers use a split input approach.

Practical resources are at the centre of our teaching strategies, especially in Early Years and KS1, utilising concrete, pictorial and progressing to abstract resources.

Independent work, through star challenges, provides opportunities for children to become fluent within strategies applied as well as developing independence.

Reasoning and problem solving are integral to the independent work children are provided with in order to develop their mathematical thinking.

Misconceptions/areas for development are identified quickly and addressed through different strategies including pre-teach and catchup.

Time Tables and Instant Recall of Key Facts

Times tables play a key role in becoming a confident and proficient mathematician.  As a school we have selected a systematic times table approach based upon the key facts of multiplication.  It allows pupils to explore the commutative law and the relationship between key facts. Please see the Key Instant Recall Document.

In addition to taught session, we also use Times Table Rockstars and other ICT programmes to support mathematics learning in school and at home and encourage parents to support maths learning at home by involving them in everyday activities. We also encourage parents not to underestimate themselves, or the power they have as a parent getting involved in their child’s learning.

For information on Maths in EYFS, please see our EYFS page.