Wakefield Snapethorpe Primary School

Maths Curriculum

Intent

Snapethorpe Primary School is committed to the engaging delivery of Mathematics across the age ranges. We aim to develop enjoyment of Mathematics and to foster a curiosity for the subject. Our Maths teaching across the school will encompass our school motto, ‘Caring for All; Learning for Life’ and promote our school learning powers, Aspiration; Independence; Engagement; Curiosity and Resilience.

Our aims in teaching Mathematics at Snapethorpe Primary School are:

To develop a positive attitude to mathematics, recognising that mathematics can be both useful and enjoyable.
To develop confidence in mathematical knowledge.
To help all children become fluent in Mathematics, developing a conceptual understanding of different aspects of Mathematics as well as the ability to recall and apply knowledge quickly and accurately.
To develop confidence in solving a range of problems and to reason mathematically using mathematical vocabulary.

In order to meet these aims pupils will be encouraged:

To make links, ask questions and show curiosity in Maths.
To understand and also apply their mathematical knowledge to other curriculum subjects.
To work both independently and cooperatively with others demonstrating resilience where needed.
To engage with and enjoy learning through practical activity, exploration and collaborative discussion
To develop confidence, competence and aspiration ensuring children are proud of their achievements
To develop a thorough knowledge and understanding of numbers and the number system
To make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving problems.

Implementation

We teach Maths using guidance from the White Rose Maths documents throughout school (Year 1 to Year 6) as well as the National Curriculum. Our Snapethorpe Primary Maths Plans are created using support from the yearly overview mapped out by White Rose Maths but are adapted to meet the needs of our pupils. The Snapethorpe Primary Maths Long Term Plans also make links to the NCETM ‘Ready to progress’ objectives. In Reception we use Mastering Number for 4 days per week. Nursery uses White Rose Maths to support with Maths planning.

Our approach to mathematics is informed by the principles of Teaching for Mastery. We aim for all pupils to develop a deep and secure understanding of mathematical concepts, alongside fluency, reasoning and problem-solving skills. Our teaching is underpinned by the Five Big Ideas of Coherence, Representation and Structure, Mathematical Thinking, Fluency and Variation. These principles are reflected in the sequencing of learning, the use of representations and manipulatives, mathematical discussion and reasoning, purposeful practice, and carefully chosen examples and tasks.

Year 1 – Year 6 covers specific units based on the White Rose Maths Schemes of Learning 3.0. The information relating to coverage each term can be found on the planning documents with more detail found on daily teaching slides. Formative assessment and teacher judgement are used throughout lessons and changes to the teaching/delivery are made as a result. Teachers use assessment responsively to identify misconceptions, adapt teaching and provide appropriate support and challenge so that pupils can develop secure understanding of the intended mathematics.

Maths in EYFS aims to develop basic skills which will be built upon in later years.

In Nursery, we use White Rose Maths to support our long-term planning in Maths. For 15 hour a week students there are 2 Maths teaching inputs a week and children complete a focussed activity at least once per week. For 30 hour a week students there are 4 Maths teaching inputs a week and children complete a focussed activity at least once per week.

In Reception, there is a maths lesson including teaching and a focussed activity four times per week. In Reception, following teacher input the children will then access enhanced provision within the areas with some opportunities linked to the current learning in Maths. We use Mastering Number 4 days per week in Reception. Measure, Shape and Spatial Thinking objectives are covered within the teaching sequence. Aspects of Measure, Shape and Spatial Thinking are also available in provision.

Areas of provision and enhancements within EYFS support Maths learning ensuring children are able to access this throughout the day to practise and develop skills.

Maths lessons in Year 1 – Year 6

Lessons will usually include examples of varied fluency, reasoning and problem solving opportunities to support children in developing conceptual understanding of objectives. Teachers will use carefully selected examples and representations to highlight mathematical structures, relationships and make connections.

A typical Maths lesson is as follows:

The majority of mathematics lessons are taught through whole-class interactive teaching
Start with a direct teaching input relating to fluency. During this input, the focus on the lesson will be shared and key vocabulary will be discussed. Teachers will make links to prior learning and identify connections between mathematical ideas, supporting Coherence and Mathematical Thinking.
Where appropriate, the I do, we do, you do approach will be used. Teachers will use representations where appropriate to develop conceptual understanding.
Pupils are then able to progress to completing solo, paired or group “Fluency 5” activities relating to the objective. Purposeful practice will support the development of Fluency, with opportunities for pupils to apply and explain their understanding.
This will be followed by a further teaching input within the lesson relating to the teaching of problem solving and reasoning linked to the same objective. Questioning and discussion will support pupils to develop Mathematical Thinking and explain and justify their reasoning.
Pupils will then complete solo, paired or group problem solving / reasoning activities.

During the whole class teaching sessions, pupils have the opportunity to develop their knowledge and understanding of mathematical concepts as well as developing critical thinking skills, make mathematical connections and become confident mathematicians. Throughout the lesson, children are encouraged to explain their mathematical thinking.

Although this is a typical maths lesson, flexibility within the lesson allows teachers to meet the needs of groups or individual children, for example, mini plenaries, extended main activities, etc.

Throughout the Autumn and Spring Term in Year 1 the organisation of Maths lessons supports the transition from EYFS to KS1. Pupils in Year 1 have a daily input for Maths and then pupils progress to complete either a small group focused activity or access areas of provision within the classroom environment. Maths lessons in Year 1 should use concrete resources to support pupils understanding.

Early Bird Maths provides the opportunity for children to: revisit Maths objectives by completing a small number of questions each day (approx 5) independently.

It provides the opportunity for teachers to:

address objectives from White Rose Maths QLA each term
to recap errors/misconceptions identified in daily Maths lessons.
Revisit objectives from previous weeks
Address year group specific Maths non negotiables. (See Below)

Early Bird Maths is completed independently each morning in Year 2 – Year 6 for approximately 10 minutes as children enter the classroom at the start of the school day.

Year 6 children tend to do a larger number of questions focusing on arithmetic-style SATs questions.

Foundational knowledge in Maths

Non-Negotiables - Reception to Year 5 have a series of non-negotiables that are objectives from the National Curriculum. These have been organised based on Ready to Progress criteria or other key mathematical knowledge. The purpose is to help pupils become more secure with basic facts such as number bonds, number facts, multiplication and division knowledge so that children can build on these facts and skills year on year.

Non-negotiables are broken down into 1-2 objectives per half-term so class teachers can focus on these. The vast majority of pupils in each class should be working towards successfully achieving the year group non-negotiables. Non negotiables are assessed half termly.

Mastering Number

Reception, Year 1 and Year 2 pupils complete Mastering Number sessions 4 times per week. The aim of these sessions is to secure firm foundations in the development of good number sense. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number.

Year 3 complete Mastering Number sessions 3 times per week.

Year 4 and 5 complete KS2 Mastering Number daily in addition to a daily Maths lesson. The aim of the Year 4 and 5 sessions is that over time, pupils will develop automaticity in multiplication and division facts through regular practice. They will also gain confidence and flexibility with number that exemplifies good number sense when looking at the multiplicative relationship.

Impact

As a result of high quality Maths teaching at Snapethorpe Primary we hope to raise the percentage of pupils attaining at or above expected standard in Maths in each year group. We aim to ensure the gap in attainment between PP and NPP children closes. In Year 6 we aim to raise our school data to be more in line with National. Data analysis throughout the academic year should show that pupils are making progress within the Maths curriculum across each year group.

Link to White Rose Maths Website