Shaw-cum-Donnington C.E. Primary

Teaching Time
To provide adequate time for developing mathematical skills, each class teacher will provide a daily mathematics lesson. This may vary in length but will usually last for 60 minutes.  Mental arithmetic and fluency sessions are also timetabled before each maths lesson, so that pupils are supported in remembering key times tables facts. Links, where possible, will also be made to mathematics within other subjects so pupils can develop and apply their mathematical skills.

Planning

Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers use the objectives taken from the National Curriculum and we follow the White Rose Maths Hub materials, termly overviews, and their schemes of work to support planning. Spine materials from the NCETM are used to ensure secure subject knowledge and small step progression for pupils. Planning for conceptual and procedural variation ensures lessons are challenging and children are motivated to achieve.

Progression is structured using the topic headings as they appear in the National Curriculum:

• Number and Place Value
• ​Addition and Subtraction
• Multiplication and Division
• Fractions (including decimals and percentages)
• Ratio and Proportion
• Measurement
• Geometry - properties of shapes, position and direction
• Statistics
• Algebra

See separate document for progression across Year groups.

Our pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.

The CPA approach underpins the calculation policy so that pupils have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing. They then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems. Finally, with the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

A Typical Lesson
A typical lesson will be shaped by quality Assessment for Learning (AfL) and will include the following components:

• Oral and mental calculation aspect - daily counting.
  This will involve whole-class work to rehearse, sharpen and develop mental and oral skills.
• Main teaching activity.
  This will include both teaching input and pupil activities and a balance between whole class, grouped, paired and individual work.
• Mini plenaries.
  The teacher will use mini plenaries to assess how the children are progressing in order to support those who are struggling or challenge the children.
• Reflection time
  This will involve work with the whole class to sort out misconceptions, identify progress, to summarise key facts and ideas and what to remember, to make links to other work and to discuss next steps. Children will also use this opportunity to self assess their work.

Mathematics across the curriculum
Mathematics contributes to many subjects within the primary curriculum and opportunities will be sought to draw mathematical experience out of a wide range of activities. This will allow children to begin to use and apply mathematics in real contexts. These opportunities will be identified in all appropriate schemes of work but other opportunities will be taken as and when they occur.

Resources
See Shaw-cum-Donnington Calculation Policy.

Every classroom must use a working wall to support concepts and strategies used in a unit of work. There are a wide range of practical resources to be used in all year groups. All classrooms must have 100 squares, place value grids, multiplication squares, number lines, arrow cards, dienes, counters, tens frames, numicon, and appropriate measurement apparatus accessible. Key mathematical language will be on display for children to refer to. Mathematical language and sentence stems are used to support the pupils in securing and remembering concepts.

Information and Communication Technology
ICT will be used in various ways to support teaching and motivate children’s learning for example the apps Times Tables Rockstars, Minute Maths from White Rose and Doodle Maths.

Assessment
Formative assessment and summative assessment:

• Formative (AfL): ongoing assessment of how children are learning, undertaken by the teacher during the course of the learning process.
• Summative: This is the assessment of learning that takes place after the learning process, in order to measure how effective the learning has been.

These assessments will be used to inform teaching in a continuous cycle of planning, teaching and assessing. Ongoing assessments, AfL, and mini assessments will be an informal part of every lesson to check pupils’ understanding and give information, which will help the teacher to adjust day-to-day lesson plans. Unit assessments are also used to review pupils’ knowledge and understanding and teachers will analyse for misconceptions, gaps in knowledge and next steps.

At data entry points throughout the year children’s work will be assessed and a judgement of their progress and attainment will be made in line with ARE. The outcomes will be recorded on a school mark sheet, discussed within Pupil Progress Meetings and analysed for areas of development. Where possible these judgements will be moderated with colleagues and/or the Maths Leader.

Long-term assessments will take place towards the end of the school year to assess and review pupils’ progress and attainment. These will be made through National Curriculum mathematics tests for pupils in Year 2 and 6 and supplemented by an end of year assessment test in Years 1, 3, 4 and 5. Year 4 will also have the Multiplication check in the summer term. Accurate information will then be reported to parents and the child’s next teacher and the LA. Analysis of progress will be regularly carried out by the Maths Lead throughout the year. Where children appear to be making little progress the Maths Lead and Headteacher (and maybe SENDCo, if appropriate) will discuss interventions to support the teacher that will help the children to accelerate their learning.

Marking

See the Feedback & Assessment Policy.

Impact
At Shaw-cum-Donnington we expect that by the end of Year 6 pupils will:

• become fluent in the fundamentals of mathematics
• reason mathematically by following a line of enquiry and drawing conclusions and generalisations
• solve problems by applying their mathematics to a variety of problems with increasing sophistication.

Management of Maths
In order to achieve this the mathematics co-ordinator and the Senior Leadership Team take responsibility for the monitoring of the mathematics curriculum and the standards achieved by the children. The mathematics co-ordinator will monitor for appropriate pitch and progression every term. This monitoring takes the form of one or more of the following:

• Lesson observations and feedback
• Learning walks and pupil voice conversations
• Planning scrutiny followed by support where necessary
• Book looks on a frequent basis
• Termly data analysis

At Shaw-cum-Donnington we expect that by the end of Year 6 pupils will:

• Become fluent in the fundamentals of mathematics.
• Reason mathematically by following a line of enquiry and drawing conclusions and generalisations.
• Solve problems by applying their mathematics to a variety of problems with increasing sophistication.

Management of Maths
In order to achieve this the Mathematics co-ordinator and the Senior Leadership Team take responsibility for the monitoring of the Mathematics curriculum and the standards achieved by the children. The Mathematics co-ordinator will monitor for appropriate pitch and progression every term. This monitoring takes the form of one or more of the following:
1. Lesson observations and feedback.
2. Learning walks and pupil voice conversations.
3. Planning scrutiny followed by support where necessary.
4. Book looks on a frequent basis.
5. Termly data analysis.