Maths at Alanbrooke
Intent
At Alanbrooke Academy we intend to:
- Ensure our children have access to a high-quality maths curriculum that is both challenging and enjoyable.
- Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to take ownership of their learning.
- Ensure children are positive mathematicians who are not afraid to take risks and can reason and explain their thinking clearly and confidently.
- Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.
- Develop children’s ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary
- Children develop into resilient and inquisitive learners – skills needed to become life-long mathematicians
Implementation
EYFS
Pupils understanding of number is reinforced with daily counting and subitising practise, using Mastering Number working from class to group to individual with CPA (concrete, pictorial, abstract) approach. Planning incorporates both NCTEM and White Rose Maths projects and is structured into two week blocks that focus on an in depth understanding of a number. There is a focus working within the number and all its concepts: value, shape, subitising, comparing, number bonds, operations, order and sequencing, pattern, problem solving, quantities and vocabulary.
- Teaching Sequence: Daily counting and subitising, recapping previous and linked learning, introducing new number and maths concepts through practical and investigatory approach.
- Reasoning and problem solving challenges incorporated in provision across the week linked to real life problems and introducing concepts of weight, height, measure, money and time.
- Engaging Maths provision is evident across most areas, including the outdoor area
- Working wall demonstrates variety of representations for weekly number
- Feedback to pupils is verbal and in the moment.
- KUNCU strategies are used so support catch up, e.g. pre teach, 5 minute boxes.
Key Stage 1
Pupils follow White Rose planning to support progression and continue to use Mastery Number to develop number sense and fluency and TT Rockstars is introduced to support times table recall. Planning follows the CPA approach and provides pupils opportunity to develop fluency, variation and mathematical thinking.
- Teaching sequence: Teacher modelled, paired and supported work then moving to independent practice
- Working walls with modelled work evident to include reasoning, problem solving steps and relevant vocabulary
- Engaging provision areas provide interesting and relevant independent tasks to complete
- Reasoning and problem solving challenges incorporated in provision across the week.
- Maths areas to include a range of manipulatives and resources that are easily accessible and confidently used in lessons
- All work to be marked (teacher, peer, self) and verbal feedback given
- KUNCU strategies are used to support catch up, eg. pre-teaching, corrective teach, 5 minute boxes
Key Stage 2
Pupils follow White Rose planning to support progressions and use to TT Rockstars to aid times table recall and develop multiplicative thinking. Planning continues to follow the CPA approach and provides pupils the opportunity to develop fluency, variation and mathematical thinking.
- Teaching sequence: Teacher modelled, supported, then moving to independent practice
- Working walls with modelled work evident to include reasoning, problem solving steps and relevant vocabulary.
- Maths areas to include a range of manipulatives and resources that are easily accessible and confidently used in lessons
- All work to be marked (teacher, peer, self) and verbal feedback given
- KUNCU strategies are used to support catch up, eg. pre-teaching, corrective teach and 5 minute boxes.
- Y6 Booster classes Arithmetic 1x weekly 35 minutes focusing on misconceptions/key arithmetic skills from February onwards.
Impact
We measure impact by the following:
- Observations
- Learning walks
- Pupil Voice
- Standardised tests
- Moderation
Children carry out Rising Star PUMA tests (previous SATs tests in Y2 and Y6) in order to track progress in Autumn, Spring and Summer. Standardised scores are then discussed at a Pupil Data Meeting with a member of SLT. Any children not meeting ARE are particularly discussed and interventions or support systems put in place.
Progress is also discussed with parents at three structured conversations throughout the year as well as three written reports, which include current level of progress towards ARE and a maths target.
We also moderate across the year groups and age phases and across other schools in the Elevate MAT.
Formal testing:
- In the Foundation Stage, the EYFS Profile may comment on children’s early progress in maths in preparation for entering KS1.
- In Year 2, SATs tests are taken to help inform TA (Teacher Assessment) for maths which is reported to the Local Authority. Children sit an arithmetic and a reasoning paper during May.
- Formal SATs tests are taken by Year 6 in May of each year and results are reported to the Local Authority. Children sit an arithmetic paper and two reasoning papers.
Key Instant Recall Facts
We use our KIRF progression chart to develop quick recall of maths facts such as times tables and number bonds is vital when children begin to use written methods to solve calculations using addition, subtraction, multiplication and division.
