Mathematics
Subject leader Linked Governor |
Sheryl Rawlings Pippa Blackmore |
Intent |
At Lilliput our aim is to develop children as mathematicians with a focus on ensuring all maths learning leads to depth and mastery, which challenges the children and ensures a solid foundation for future learning. We promote and foster a ‘can do’ growth mindset attitude so that all children can achieve and enjoy mathematics.
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What do we expect pupil to know by certain points? |
National Curriculum 2014 Key Stage 1: Please see the White Rose National Curriculum progression web site that clearly outlines the objectives for each year group:
https://wrm-13b48.kxcdn.com/wp-content/uploads/2019/11/National-Curriculum-Progression-Primary.pdf
EYFS: Early Learning goals in number, shape, space and measure. |
What is the clear sequence in which the children will encounter the curriculum? Is it logical? Does each year build on the last/prepare for the next (including Year 3?) |
Year 1 and Year 2 follow the White Rose Primary scheme of learning. The sequence of the topics from Year 1 to Year 2 ensure that children are secure and able to revisit topics, build on previous knowledge and transfer their learning to problem solving. See below link for curriculum breakdown:
https://whiterosemaths.com/resources/schemes-of-learning/primary-sols/
Year 2 condense some of the topics areas to ensure the whole curriculum is covered by Summer 1 in preparation for the Year 2 SATS.
Reception are starting to use White Rose along side the Early Learning Goals for Maths.
Key driver – for 2020/2021 objectives to be included from the previous school year.
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Why have we chosen to teach this and not alternatives? |
The White Rose Maths curriculum links to the Key Stage 1 National curriculum and the Early Learning Goals. The curriculum has been broken down into key areas that link to the National curriculum objectives. There is clear progression between the year groups using small steps within each area allowing all children access to a Mastery curriculum. The sequence of small steps allows teachers to make assessments at the end of each area and provide problem solving activities to support greater depth. |
How will we monitor that the teaching planned matches the content? |
Teaching of maths will be monitored regularly by the SL and SLT, through book scrutiny and statutory moderation at the end of EYFS and KS1. |
Does the teaching planned match the content? |
Teaching is monitored regularly by the SL and SLT. Planning, lesson observations and book scrutiny is monitored by the subject leader. Whole school book scrutiny is carried out termly by all member of the teaching staff. The link Governor observes Maths lessons across the school at least one in the academic year. Key driver 2020-2021 – introduce planning scrutiny termly to ensure all areas are covered that are not necessarily evident in children’s books.
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Is there clear progression of skills considering prior learning (revisiting previously taught knowledge including linking with other subjects), which takes into account what will be taught in the next school. |
All year groups spend time revisiting skills previously taught and subject leader meets with junior schools to identify the key skills required for children to be successful moving on.
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Have we carefully considered why work has been placed in specific year groups including Reception and at particular points in the year. |
Subject leader and CLP working party have spent time looking at progression of skills across EYFS, KS1 and KS2 to ensure each stage prepares the children effectively for the next stage. |
Implementation |
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The curriculum is ambitious and meets the needs of all pupils including disadvantaged and SEND. |
All children are carefully tracked and monitored with a specific focus on disadvantaged and SEND. Subject leader to check these children are receiving quality first teaching and additional interventions if required. |
Does teaching include key elements such as explanation, modelling, scaffold, practise?
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The teaching of maths follows the concrete, pictorial, abstract approach. Using the CPA approach children are taught to have fluency, demonstrate reasoning and become proficient at problem solving skill. Lessons typically start with a fluency activity that builds on previous learning. During this time children can choose the approach that is best suited to their understanding. Concrete apparatus is always available to them. The main lesson input is modelled by the teacher. Children are encouraged to work independently with scaffolding to support them. Children who have mastered the days task will always have the opportunity to further the depth of learning by completing greater depth challenges related to the day’s task. Children who require further support will have an adult working with them and concrete apparatus on the table. In Year 2 children are encourage to used pictorial methods to check their answers. |
Can you articulate why teachers are teaching your subject in a particular way? |
Following White Rose and using the CPA approach from reception through to year 2 ensures that children are building on their previous teaching and knowledge. This allows children to become confident using the different approaches to learning and enjoy maths. Once children have mastered the basic skills they are taught how to transfer these skills to problem solving and everyday situations. Key drivers 2020-2021 – continue to monitor the use of greater depth challenges and the application of skills to everyday situations, for example money and time.
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All our leaders across the school, including governors, regularly review and quality assure that the subject is implemented sufficiently well. |
Subject leader to provide a termly reports to SLT regarding curriculum implementation. Subject leader also to meet termly with link governor to review and quality assure subject. Data reports to FGB covering maths. |
Impact |
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How do you know that the children have learnt the things that we expect them to learn? |
Teachers monitor the children’s progress through marking and summative assessments. In year 1 each child’s progress is assessed using a tracker in the front of their books. The children use this tracker identify their own targets. In year 1 teachers administer the WR end of topic assessment. This assessment allows teacher to further identify area that are secure and areas that need further teaching. The results from these assessments help teachers to make a judgement on the termly assessment into DC Pro.
In year 2, teachers use STAR Assessments at the end of each half term. STAR assessment tests build on the child’s understanding and gets progressively harder as the child correctly answers questions. The assessment produces a scaled score that is used along with summative assessment to make a termly assessment into DC Pro. In May, children in year 2 sit the Year 2 SATs examinations as per the DFE guidelines.
In Reception, the teachers use the EYFS goals to make judgment on; number shape, space and measurement.
Key drivers 2020-2021 – use the publications from WR to develop a clearer understanding of how children build early number sense and to provide tips on how to best support learning. |
What do we do if the children haven’t learnt them? |
In reception and Year 1 children who have not mastered the skills that have been taught will work in smaller groups to revisit the topic. These smaller intervention groups will take place to ensure that the children are secure before moving on. Any children who are identified at the end of year 1 as working towards the end of year 1 expectation are identified and the Maths lead advised. These children will be initially assessed using the Sandwell test before beginning the year 2 interventions ‘Leaps into Learning’. The intervention will begin at the beginning of year 2 and closely follows the topics taught in the main class maths lessons. Any children in year 2 who have any misconceptions during the weeks learning will have follow up sessions with the teacher.
Children with specific SEND needs will be taught according to their specific needs and will use the pre-key stage standards if required. Adult support given to further model the task and smaller steps used. Independence is encouraged to avoid learnt helplessness.
Key driver 2020-2021 – Children who would be identified for Leaps into learning at the end of year 1 will need to be identified at the beginning of year 2. All children to revisit the previous years learning before moving on to avoid any gaps. |
Are there regular opportunities for retrieval practise? |
Maths lessons in year 1 and year 2 start with fluency warm ups. During these sessions’ children will revisit previous teaching not only from the topic currently being taught but also from previous learning. The use of fluency slides as a morning activity allow children to move at their own pace, using their preferred methods. |
How can we see that children’s fluency and mastery is incrementally improving? If we can see/evidence this we can demonstrate IMPACT |
The White Rose curriculum teaches the progression of maths building on the previous teaching, knowledge and understanding. In the children’s books there is evidence of mastery teaching for all children and greater depth challenges that are marked in blue to make the evidence clearly visible. During book scrutiny observers are looking for the transfer of skills. In year 2 STAR assessments identified the child’s progress and any areas that need to be revisited. Teacher assessments at the end of each term are entered into DC Pro and the data is analysed by the SL to identify any children that have not made sufficient progress and class action plans discussed.
Key driver 2020-2021- Continue to analysis the data from DC Pro and monitor interventions in year 2 and look for potential interventions for year 1. Look at catch-up groups for both year1 and year 2 due to loss of learning. |
CPD |
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How do you identify the CPD needs of staff? What are this year’s priorities? How do you identify your own SL needs? Where do you get inspiration/advice? |
The maths lead (Y2) and a year 1 teacher have joined the Jurassic Maths Hub working team. Many of the practices that were observed are currently being planned within our own school. Next year it is intended that the Reception Lead and Maths Lead will attend a WR conference specifically for early years. Power Maths text books have been purchased for years 1 and 2 and will be incorporated in to lesson planning from September. As Maths lead I have attended the CLP curriculum working parties. At these meetings ideas are shared and best practice discussed for the progression of maths through the year groups. Key drivers – Reception lead/teacher(s) to attend a WR course specifically for Early years. |
School leaders (especially subject leaders) should be able to demonstrate what, specifically, children are supposed to learn, how they go about teaching these things and how they know whether children have learnt what is taught.