At Creswell Junior School we follow The National Curriculum. We want children to explore, question, trial, spot patterns, generalise and solve problems in Maths. We provide children with weekly opportunities to develop and deepen their understanding of mathematical skills; gain new, age-appropriate knowledge and give the children time to apply the skills they have learnt to reason and solve mathematical problems. By using real life contexts, this helps children to develop skills they can use in their everyday lives. It gives Maths meaning. It makes Maths more fun! We encourage the use of mathematical skills in all areas of the curriculum to reinforce the importance of maths in all aspects of life and learning. We aim to use concrete manipulatives throughout KS2 for children to use in all areas of their learning in maths.
- To develop arithmetic skills appropriate to the child’s stage of learning.
- To build on skills learnt, by extending knowledge of mathematical operations throughout the key stage.
- To develop a rich mathematical vocabulary for all children.
- To encourage the children to talk confidently about maths and use their knowledge to reason about a variety of mathematical ideas and concepts.
- To develop the children’s knowledge of shape and space and instil the skill to manipulate shape correctly using the intended vocabulary.
- To provide children with the skills and understanding to create and interpret a range of data graphs and charts.
- To allow the children the opportunity to develop a range of problem-solving skills to apply to a range of different problems.
- To promote resilience when tackling challenging problems so that additional problem solving and correction can be developed.
The majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems, to deepen understanding, before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, before moving on. Pupils with SEND, who are more than two years behind the expected level, will work in small groups on previous years objectives, to ensure they are secure with these before moving on.
The large majority of pupils progress through the curriculum content at the same pace.
Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
Pupils are taught through whole-class teaching, where the focus is on all pupils working together on the same lesson content at the same time.
A pre-teach session will take place in each class twice a week, where the teacher will work with an identified group of six children.
Teaching is underpinned by a small-steps curriculum design philosophy and supported by carefully crafted lessons and curated resources to foster deep conceptual and procedural knowledge.
Differentiation is achieved by emphasising deep knowledge and/or through individual/small group support and intervention.
If a pupil fails to grasp a concept or procedure, this is identified within the lesson structure and timely intervention ensures the pupil is best placed to move forward.
Key facts such as multiplication tables are retained through retrieval practice to develop automaticity; this avoids cognitive overload in the working memory and enables pupils to focus on new concepts.
High Quality Resources
The textbook scheme 'Maths - No Problem!' alongside White Rose premium resources are used to support the implementation of our curriculum. However, to ensure that children have an enriching mathematics curriculum, teachers carefully select other resources to support their teaching. Through the use of these we ensure:
Teachers introduce new concepts in a logical sequence.
Concepts are taught through high quality mathematical models and images.
Mathematical models are consistently used through school.
Teachers are supported with their subject knowledge.
At the Creswell Junior School, the impact will be seen:
Through learning walks and internal monitoring to ensure the teaching and assessment of mathematics is
of high quality and consistent across the school.
Our tracking and assessment system (FFT Aspire) which enables summative assessments to be recorded so that leadership and class teachers have a clear view of progress and of any children who are not on track to make expected progress.
Pupil progress meetings.
Sufficient and effective additional support for children in danger of falling behind or those
experiencing significant difficulty, to enable them to keep up.
Summative assessments at three points in the year to monitor the progress children are making.
Example of our Maths Working Walls: