INTENT

What do we teach? Why do we teach it?

• To give the children a maths curriculum that develops their fluency, reasoning and problem solving, as laid out in the National Curriculum.
• For maths lessons to include creativity, exploration and investigation.
• For children to feel positive about maths and have high expectations of their own work.
• To show children how they can apply their maths skills to everyday life.
• For children to build resilience when problem solving.
• For children to celebrate mistakes and see them as a way to learn.

IMPLEMENTATION

How do we teach and assess and how does this look in practice?

Planning

• We follow the White Rose Scheme (White Rose Planning Schemes) from Reception to Year 6.
• Lessons are personalised to the needs of each class.
• We also use other resources from the National Curriculum, NCETM and NRICH to enhance our curriculum.
  National Curriculum (KS1 & 2)
  Early Years Curriculum

Lessons

• 5 lessons per week
• Each lesson has a Learning Intention (LI) which explains what the children are learning that day. A success criteria (SC) is used so children know how they can achieve that lesson’s aim.
• Each lesson gives children a chance to practise their fluency and reasoning skills.
• New topics are taught through a concrete – pictorial – abstract approach. First, children see maths through physical objects, then explained with pictures/diagrams and then pure number sentences.
• In Reception, children have short maths sessions with the teacher followed by maths activities integrated into their continuous provision.

Assessment

• Daily work is marked by teachers in Reception and Year 1.
• Daily work is marked by the children in Year 2-6. They find where they have met the SC and decide if they would like more help or a challenge the next day. These children then form a ‘conferencing group’ with the teacher at the beginning of the next lesson. This system means that feedback for the children is targeted and meaningful
• During lessons, teachers stamp books to show where they have given children immediate feedback on their work.
• Once a week, children take part in ‘Big Maths’. This is a mini-assessment which covers fluency skills learnt that year.
• Once a term, children complete formal assessments. This data is used in our pupil progress meetings and communicated with parents.
• In Reception, all assessment is done through teacher assessment against the EYFS framework.
• In the Summer term, Year 2 & 6 sit the Standard Assessment Tasks (SATs) and Year 4 sit the Multiplication Tables Check (MTC).

Bringing Maths to Life!

• Each child from Year 1-6 has a log in for Mathletics (Log in here)
• Each half term, the children work together to score points for their class. The winning class get a non-uniform day.
• Each term, we hold a times tables competition in KS2.
• Each Year, Ambler takes part in ‘Maths Week’ and themed Maths Days.

IMPACT

• Children talk enthusiastically about maths lessons and their love of the subject.
• Participation on Mathletics is very high. When results are announced on a Friday, it is a high point of the week!
• Children know that mistakes in maths are celebrated and can explain how we use them to help us improve.
• Children can explain their mathematical thinking and make links in their learning. They use phrases like ”because I know…I could work out…” and “I can prove that by…”
• Pupils can use correct maths vocabulary to describe numbers, shapes and procedures.
• Children can talk about expectations of work in books. They know how their work should be presented and how much should be achieved in a lesson.
• Children are confident to put their hand up in lessons and ask for help.
• Children demonstrate quick recall of facts and procedures during lessons and in Big Maths assessments.
• By the end of the year, the majority of children have achieved Age Related Expectations (ARE). Some children progress further and achieve Greater Depth (GD). Children who have gaps in their knowledge or understanding to receive on-going support through intervention.