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Impact

Mathematics Impact at HCPS:

 

Here at HCPS we have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. Children are increasingly becoming more and more: fluent in the fundamentals of mathematics; able to reason mathematically (verbally and articulately, pictorially and in written form) by following a line of enquiry, conjecturing relationships and generalisations; and are able to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication.

 

Our Maths books are packed with a range of activities showing evidence of fluency, independent reasoning and collaborative problem solving. Children’s understanding is broadened via ‘deep dive bubbles’ which allow children to reason and solve problems. All feedback and interventions evidence the support given to children, in order that they are able to strive to be the best mathematicians they can be, ensuring a greater proportion of children are on track. The gaps in learning after Covid-19 have been highlighted and non-negotiables for each year group have been created based on ‘the basics’ and are being used throughout lessons and within interventions.

 

Children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our school standards are high, leaders monitor the effectiveness of teaching frequently through:

  • lesson observations and timely feedback;
  • learning walks and pupil voice;
  • planning scrutiny followed by support where appropriate;
  • frequent book scrutiny (both internally and externally);
  • termly data analysis – data is collected and used to inform Pupil Progress Meetings (all teachers contribute ensuring data is analysed and targets are made to inform potential interventions/extension sessions) – this data is subsequently reported to the SLT for information;
  • moderation within both year groups and across the whole school helps to ensure standards are consistent and that teachers understand both prior and subsequent progression of each mathematical concept; and
  • transition opportunities for our KS2 children, as well as staff, to engage without feeder school(s).
  • Summative assessment takes place at the end of each unit. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.
  • Regular meetings with Maths planners to ensure consistency throughout school and that planning matches the children’s needs.

 

The National Curriculum Mathematics tests are completed in Year 6 and Year 2. The MTC is also completed in Year 4. Assessment data in Maths is reviewed throughout the year to inform interventions and to also ensure that provision remains well-informed to enable optimum progress and achievement. End of year data is used to measure the extent to which attainment gaps for individuals and identified groups of learners are being closed. This data is used to inform whole school and subject development priorities for the next school year.

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