Maths

The Maths coordinator is Mrs Cuddy.  We work with the Leger schools  by attending Maths meetings so that coordinators can discuss ways to further enhance teaching and learning and use different strategies. 

We are passionate about enabling all our children to be brilliant mathematicians. In the last two years we have changed maths considerably to ensure that all our learners can access Maths and enjoy it too. 

We ask for parents to work on timetables everyday with their children.  There are some great apps for the ipads which can help, but just asking your child questions and writing them in different orders on paper is a great, cheap way to learn them.  We also have timetables rock stars, we pay for this, so please use it, it is a great resources and really helps with remembering times tables.

Kirk Smeaton Maths Statement 

Intent

At Kirk Smeaton C of E School, we intend for all pupils to experience an inspiring, number-rich and motivational maths environment. We aim for all pupils to have access to a maths curriculum which meets the needs of all learners and equips them with the mathematical skills necessary for them to succeed on whichever path they follow. Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish. We want all pupils to develop a positive ‘can do’ attitude to maths and support all children to become mathematicians.

Our youngest children will begin their early mathematical development supported by excellent early mathematical teaching which supports the development of early number sense, giving them the foundational skills needed to confidently reason and solve mathematical problems. This will include concrete, pictorial and visual and abstract representation to aid with their learning; enabling them to be ready for KS1 and to progress further onto KS2.

At Kirk Smeaton School we intend that all pupils by the end of each year group will become fluent in maths, to be able to reason mathematically and solve problems according to the programmes of study for those particular year groups. We intend pupils to do this enabling rich connections across mathematical ideas. We want our pupils to recognise and understand relationships and patterns in numbers and the world around them. We will teach using mathematics as a utilised tool beyond the daily maths lessons and beyond the classroom.

We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems.

At Kirk Smeaton we strive for all children to be able to access maths by differentiated outcomes taken from the National Curriculum statutory guidelines. The children will be able to access high quality lessons that will provide challenging opportunities.

Implementation

At Kirk Smeaton School we teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

EYFS Teachers and other adults working in EYFS are fully trained in supporting early mathematical development, helping our youngest learners to acquire early number sense. This is achieved through practical and engaging activities, which children can access, alongside adults or independently with peers, to practise their maths skills. They use Mission maths to aid the teaching and learning of maths fluency.All children in the Foundation Stage have daily opportunities to develop their mathematical understanding, primarily through play, as well as some discrete teaching and practical group activities, to meet the expectations of Development Matters. The two strands of Mathematics taught in the EYFS are Number and Numerical Patterns. Children are also taught about measure, shape and spatial thinking.

Scheme In key stages 1 and 2 our maths lessons are delivered with the support of the whiterose mixed aged planning scheme (new Sept 24). This scheme supports teachers to plan and deliver lessons which teach pupils essential skills, gives them time to develop their fluency and apply their knowledge in order to practise mathematical reasoning and solve problems. Teachers promote and encourage pupils to work collaboratively, as well as independently, and provide excellent modelling of all mathematical processes and concepts as part of everyday teaching. Extra Reasoning and Problem- solving questions are taken from other  resources such as: Twinkl, Test Base, CPG and White Rose schemes.

Investigations are taught half termly in ks1 and ks2, whereby pupils can work collaboratively, in order to solve puzzles and open- ended investigations to aid their process of thinking mathematically and develop their prediction and pattern seeking skills. Resources such as Enrich/NCETM are used to support planning for this.

Timetable for Math lessons. In KS1 and KS2 these take place daily each morning (including an arithmetic specific skills lesson) for approx. 1 hour. They include a recap at the beginning of each lesson on previous lessons taught, in order to help pupils retain information from previous topics and a plenary at the end to consolidate understanding. Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before.

Arithmetic and basic math skills are practised daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths. Our pupils are encouraged to physically represent mathematical concepts. There is also an arithmetic specific lesson taught weekly from EYFS (when the children are ready) to Year 6. This is differentiated for all abilities and assessment marks are taken in and pupils tracked, to make sure progress is taking place and any misconceptions and the relevant skills are being addressed each lesson. Children work with buddies to work through their corrections.

Methods used to enable all learners to access maths include:

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.

Abstract – With the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Individual, paired and group work -are used to practice skills.

Calculation Policy Staff also refer to the Calculation Policy when teaching formal methods, understanding that sometimes children find their own efficient methods along the way.

Times tables Each week a Times Tables focus and assessment is carried out in classes from Y1 to Y4, in order to give children the opportunity to practise and improve their rapid recall skills with facts up to and including 12x12. Children enjoy the weekly challenge and strive to improve their time and score each week. All children throughout school also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school. Y4 also have a timestables booklet to do each week.

Homework is set to develop and review children's learning using the CPG Math Target Books across kS2 . In KS1 children have Timestables Rockstars, and topic related maths activities as when appropriate.

In Reception, children receive one page of Maths homework from the Mathletics Numbers and Patterns workbook.

Assessment of Maths Whole school assessment and tracking takes place termly forKS1/ KS2. Children are assessed in Y5/6 using previous SAT papers which allows teachers to complete a question-by question analysis and provide a scale score.

In year 3/4 Rising Stars assessment tests are used termly. Y4 complete the National Timestable check at the end of the year.

 In Y1/2  children have a termly assessments using previous SAT paper in Y2 and at the end of year 2 sit the SATS paper in arithmetic and reasoning. EYFS children are assessed against the Early Learning Goals at the end of Reception and are tracked against the age related Mathematics statements from Development Matters.

Children, who are not ready to access year group expectations, can complete a pre key-stage assessment

Impact

By the time children leave our school we aim for them to be fluent in the fundamentals of mathematics with a conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They should have the skills to solve problems by applying their mathematics in a variety of situations with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios. Children will be able to reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. They will have increased confidence and enjoyment of mathematics which they will carry onto further education and in life.

As children progress and become fluent in basic maths skills, they will then be ready to use and apply skills to reasoning and problem- solving activities. Arithmetic weekly assessments from EYFS up to year 6 will show progression with children gaining a higher score half termly and moving onto the more challenging calculations. Progression of times tables will improve through class targets and Times Table Rock Stars (TTRS) and children will be able to apply this to other areas of maths.

In order for this to happen, the Headteacher, Mathematics leader, and class Teachers take responsibility for the monitoring of the Mathematics curriculum and the standards achieved by the children. This monitoring takes the form of: lesson observations and feedback; learning walks and pupil voice; planning scrutiny; book monitoring; termly data analysis and moderation within school and within the Ledger Academy Trust, to ensure each school has the same standards and transition opportunities for our KS2 pupils to engage with our feeder High School.

Data is collected termly and reported to leaders. All teachers contribute to a termly Pupil Progress Meeting where the data is analysed and targets are made by highlighting pupils not making expected progress and focusing on next steps. Pupils who need extra support are discussed at termly progress meetings and interventions/NTP are put into place and closely monitored.

Maths Policy 

Calculation policy 

Maths vocabulary 

Videos of maths skills

Subtraction without exchanging https://cloud.swivl.com/v/e76cf50fb39feecc31aa4bc77e81de6d

Subtracting with exchanging https://cloud.swivl.com/v/d595f5fbefeaf79123706e1e6ec1e61a

Column addition

https://cloud.swivl.com/v/5ebf66ebfe5da10b602996994b5bdca1

https://cloud.swivl.com/v/77b0766f71518d7ea58f576220b1e05f

https://cloud.swivl.com/v/bc57fdaac2078a3d2fbe64c89f740f6f