Mathematics Implementation at HCPS:
All children in the Foundation Stage have daily opportunities to develop their mathematical understanding, primarily through play, to meet the needs of Development Matters. The 2 strands of Mathematics taught in the EYFS are Numbers (for which Number Blocks is used) and Shape, Space and Measure. We continually observe and assess children against these areas using their age-related objectives and plan the next steps in their mathematical development through a topic-based curriculum.
To ensure consistent coverage, teachers follow the White Rose Maths scheme of learning to support their planning, together with Big Maths. In March 2018, HCPS became part of a year-long SSIF Maths Project (implementing a Maths No Problem Mastery approach to teaching across out school) however due to the impact of Covid-19, we have moved away from Maths-No Problem scheme and teachers are using the non-negotiables created for each year group alongside the National Curriculum objectives to ensure children’s gaps in knowledge and understanding are being ‘plugged’. We are continuing to embed Mastery Maths within school through the White Rose Maths scheme.
High quality resources are used in conjunction with White Rose Maths, such as Big Maths, NRICH and NCETM Professional Development. All children also have access to the Maths Whizz website which, once initial baseline assessment are completed, gives children 1:1 tuition which adapts to their level and individual needs.
Materials to further support our delivery of the Mathematics Curriculum and enable our children to be exposed to a variety of different types of learning and problems. In addition, the school’s the Calculations Policy is used to ensure a coherent approach to teaching the operations across HCPS.
All resources and equipment are audited and up to date and enable us to better use models and images to support learning in each area. Children are encouraged to use these and all classrooms have a manipulatives area which is integral to any Maths learning.
Summative assessment is used when appropriate to assess children but we constantly complete diagnostic assessments through formative assessment. Formative assessment is incredibly important at HCPS and this is ongoing throughout every lesson. Maths lessons promote the use of whole class discussions, paired work and independent learning, all of which require them to persevere and develop resilience. Children are given the opportunity to reason and solve problems regularly; learning is varied and allows for deep and secure understanding. After Covid 19, we have placed a large emphasis on ‘plugging gaps.’ Therefore, interventions are used based on non-negotiables in order to ensure every child is reaching their full mathematical potential.
Mathematical vocabulary and STEM work is explicitly written within all short-term planning and all children are encouraged to use it. Discussion is essential to our learning and time is planned into lessons for this. Children are encouraged to take ownership of their learning through self- and peer- assessment and whole class discussions.
Our Curriculum, and indeed Mastery Mathematics, places emphasis on the cumulative mastery of essential knowledge and skills in mathematics. It embeds a deeper understanding of Maths by utilising a concrete, pictorial, abstract approach so that children understand what they are doing rather than just learning to repeat routines without grasping what is happening. By using all three, the children can explore and demonstrate their mathematical learning.
All children, when introduced to a new concept for the first time, are encouraged to physically represent mathematical concepts.
Objects and pictures are used to help children demonstrate, visualise and explain abstract ideas, alongside numbers and symbols.
Throughout HCPS you will see these three methods being used:
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 these pictorial representations, which can then be used to reason and solve problems.
Abstract – with the foundations firmly laid by using the concrete and pictorial methods the children can move onto an abstract approach using numbers and key concepts with confidence.
To further supplement the curriculum, we use daily Big Maths sessions to revisit key curriculum concepts. This allows for greater connectivity between different areas of maths and helps children to further develop efficient and effective recall. Times Table Rockstars is used in addition to this, to promote an enjoyment and speedy recall of multiplication facts in readiness for the MTC test to be taken in Year 4. After school tuition groups are also used throughout the school to supplement the curriculum.
We look for opportunities for children to use their mathematical skills across the wider curriculum. This can occur in a variety of ways and in a number of subjects, but there are chances for children to show they have fully understood a concept by using it in a different context.
Vigorous monitoring means that children, who need extra support with their learning, receive high quality intervention time with a teacher or teaching assistant.
Good practice is always shared between staff and all CPD is used to inform teaching and learning across school. CPD has been exceptionally high on our agenda over the past few years. Whole school staff meetings have been used to deliver high quality training (both by myself and external staff members) and regular Maths planning meetings are held in school to discuss issues and share ideas.
Our OTrack monitoring is reviewed and our termly Pupil Progress Meetings ensure that children are targeted for further support. Non-negotiables have been used since March 2021 to assess children’s understanding of the key learning in each year.
Parents are informed and encouraged to be involved in our school mathematics implementation through Maths weekly homework on Maths Whizz, TT Rockstars challenges, Let’s Learn Mornings, Family Learning Morning, workshops, parent’s evenings and yearly reports.