Key Intentions: ‘Growing Courageous Learners’
At Sowerby Primary 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.
At Sowerby Primary Academy we are outward looking and creative in our approach to implementing a high-quality mathematics curriculum.
Our implementation is developed through secure understanding of the curriculum and subject area. It follows the information set out in the school’s Calculation and Feedback Policies. High quality CPD will ensure that all staff have sufficient mathematical and teaching content knowledge to deliver the topics they teach effectively.
We follow the national curriculum and Early Years Foundation Stage Framework. From Foundation stage to Y6 we follow the progression in White Rose planning to support clear expectations rigor and pace to learning across each year group.
Within our maths curriculum, there will be planned opportunities for sufficient revisiting of previously learned knowledge, concepts and procedures to ensure that, once learned, mathematical knowledge becomes deeply embedded in pupils’ memories.
Daily lessons include;
- A revision of vocabulary learned and new vocabulary is taught.
- Children must be asked to speak in full sentences and answers are repeated round the class. Questions may be altered to deepen thinking of greater depth children.
- Input from teacher will be fluency for all.
- Lesson structures follow teacher modelling to supported then independent practice
- Independent work will be reasoning and problem-solving.
- Our mastery approach means that the majority of pupils will be taught in mixed ability groups to allow all children to reach age related expectations or above.
- Children with SEN will be supported where necessary to access the learning but encouraged to aim high
- Extension activities are provided for GD or early finishing children in the form of activities from Gareth Metcalfe, NRICH or NCTEM etc to encourage deeper learning.
- Children will progress through their learning using a concrete, pictorial, abstract (CPA) approach as appropriate.
- Those pupils behind age-related expectations will be provided with the opportunities to learn the mathematical knowledge and skills necessary to catch up with their peers.
- Feedback EYFS
- Feedback is given straight away verbally and children consolidate there and then. If it requires a longer term fix then it is added to 5 minute box work.
- Number reversals are instantly corrected and children are asked to change them straight away.
- Feedback KS1 & KS2
- Teacher/TA live marking to ensure misconceptions are addressed rapidly
- Corrective teaching to help pupils Keep up with their peers
We measure impact by the following:
- Learning walks
- Pupil Voice
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.
- 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.
Our intended impact is that pupils should:
- make rich connections across mathematical ideas,
- develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
- apply their mathematical knowledge to other subjects across the curriculum.
- Understand how the maths that they learn is real and relevant to everyday life