Freeman’s Endowed CE Junior Academy
Maths Statement: Intent, Implementation and Impact
Maths Intent (the What):
How we ensure an ambitious Maths curriculum – a mastery curriculum:
At Freeman’s Endowed Junior Academy, our Maths teaching is underpinned by the belief that all children need a deep understanding of the mathematics they are learning. This is what we mean by Mastery. There is one set of Mathematical concepts for all. We ensure all pupils have access to these concepts and the rich connections between them. Mastery is, therefore, the aim for all children, hence we have an ambitious Maths curriculum for all.
Mastery is a continuum. We believe mastery is only going to be achieved when more time is spent on key concepts that are revisited and reviewed. This allows for the development of depth and sufficient practice to embed learning. Devoting time to key concepts enables us to:
- Represent concepts in lots of different ways (multiple representations).
- Teach the processes, then allow the children to apply their knowledge, increasingly rapidly and accurately. Following a process / procedure won’t enable mastery; applying a process will.
- Commit key facts to children’s long term memory.
Therefore, at an age-appropriate level, we expect the vast majority of our children to be able to:
- Use mathematical concepts, facts and procedures appropriately, flexibly and fluently.
- Have a sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.
- Recall key number facts e.g. number bonds and times tables with speed and accuracy and use them to calculate and work out unknown facts.
How we ensure challenge
We ensure that the majority of pupils will move through the curriculum at broadly the same pace. However, based on good AfL, our teachers make decisions about when to progress children, based on the security of pupils’ understanding and their readiness to progress to the next stage. This does not mean that ‘we hold children back’ and that all children access the same questions and same activities all of the time. Pupils who grasp concepts rapidly are challenged by ‘going deeper’, being offered rich and more sophisticated problems before any acceleration through new content. Differentiation still takes place although it will often be through the same concept, posing different questions and problems for ‘rapid graspers’ to extend their thinking. Mastery strategies such as ‘Prove it’; ‘Compare’; ‘True or False’ are used. ‘Deepening’ through differentiation is important in all year groups. Those who are not sufficiently fluent with earlier material consolidate their understanding, through additional practice, before moving on. A ceiling is not put on children’s learning and flexible grouping is adopted based on pre-assessments.
How we ensure a well sequenced, progressive curriculum
We teach the National Curriculum 2014. Pupils gain an understanding of the mathematics relevant to their year group so that is it built upon in subsequent years.
- Our high level long term map for Maths outlines in year groups / phases when mathematical knowledge, in units of work, will be taught and revisited. This is the basis for our well sequenced and progressive curriculum.
- Our Progression documents provide an overview of the development of concepts across the primary years. These allow subject leaders to have an overview of the progression of concepts over time and allow class teachers to know what children have learnt previously and how the learning continues subsequently.
- Our Calculation policies outline in more detail which concepts and procedures / strategies will be introduced and then developed. (We are presently developing these detailed documents in other areas of the Maths curriculum to supplement our Maths planning.)
- Our weekly planning is based on White Rose Maths which is tailored to the needs of our children. The progression of ‘small steps’ structure each unit of work being taught. We use concrete resources, where appropriate, throughout the school to ensure children are exposed to multiple representations of a concept. This is part of our CPA (Concrete, Pictorial and Abstract) approach.
Whilst we teach Maths in progressive distinct domains (units of work) we recognise that Maths is an interconnected subject. Therefore, we encourage children to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Children also apply their mathematical knowledge across the curriculum, particularly in Science, where relevant.
We regard talk in Maths as important and introduce mathematical vocabulary in an age-appropriate way. We encourage children to verbalise their thinking through partner discussion; our teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
We make time to teach Maths:
If children are not reaching the expectations outlined below we intervene quickly by giving extra support. We give catch up support by assessing children through AfL to identify who needs additional support. We ensure 1:1 or group interventions take place to develop children’s knowledge and understanding through post teaching. We use effective pre-teaching to expose children to mathematical concepts. The content of these sessions is determined by on-going gap analyses and our in-depth knowledge of each child. These sessions are additional to our daily Maths sessions.
In addition, we have daily Maths Fluency sessions across the school to ensure daily review of key concepts. These retrieval sessions ensure mathematical declarative and procedural knowledge is secure in the long term memory. These daily sessions also focus on the recall of identified key facts. These progressive, specific facts are non-negotiables that every child should know by the end of each term in each year group.
We build a skilled team who can teach Maths:
Every member of our teaching staff has accessed PDET training by our Maths Consultant on each domain in the Maths curriculum this academic year. This has focussed on Maths subject knowledge and pedagogical subject knowledge. Our Maths Subject Leader has also accessed PDET CPD this academic year. We have carried out CPD sessions based on the aforementioned training and have carried out 1:1 coaching for identified staff.
Leaders in our academy prioritise the teaching of Maths. Leaders monitor the provision of Maths through learning walks in Maths sessions and through planning and book scrutinies where the findings are triangulated. Leaders also analyse data through (i) end of year cohort data and (ii) individual pupil attainment and progress throughout the year (ongoing assessments).
Maths Implementation & Impact:
Lower KS2 (Implementation and Impact)
In Lower KS2 our main priority is to ensure children are becoming increasingly fluent with the four operations (including efficient methods), number facts and place value (including simple fractions and decimals) and are able to solve problems.
We focus on:
- Continuing to use the CPA approach (Concrete, Pictorial and Abstract) as a way to develop children’s conceptual understanding.
- Encouraging the most efficient strategies for calculation. Children are taught a range of strategies; they are taught to look at the calculation as a whole to encourage thinking about what the numbers mean rather than just the digits and using one strategy.
- Progressing understanding of multiplication by looking for linked / connected calculations:
- Progressing understanding of division by e.g.:
- By halving to make the calculation easier:
- By dividing the dividend and the divisor by any number to make the calculation easier
- Divide by partitioning in different ways. (See detailed progression in our Calculation policies).
In addition, we aim for children to:
- Draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
- Use measuring instruments with accuracy and make connections between measure and number.
By the end of Year 4 we expect the vast majority of our children to have:
- Become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
- Developed efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
- Developed their ability to solve a range of problems, including with simple fractions and decimal place value.
- Memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Upper Key Stage 2 (Implementation and Impact)
In Upper KS2 our main priority is to ensure that children are:
- Extending their understanding of the number system and place value to include larger integers.
- Developing connections between multiplication and division with fractions, decimals, percentages and ratio.
- Developing their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
- Introduced to the language of algebra as a means for solving a variety of problems.
In addition, we aim for children to:
- to consolidate and extend their knowledge developed in number in geometry and measures.
- Classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them.
By the end of Year 6, we expect the vast majority of our children to:
- Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
- Have deep conceptual understanding and the ability to recall and apply mathematical knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, using their knowledge of relationships and generalisations, and justify using mathematical language.
- Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.