In EYFS, Maths is taught through practical experiences as well as key focuses that last 1 to 2 weeks. During this time, the children are read stories, sing songs and complete carpet sessions that are led by their teacher. In Nursery, there is also ‘a number of the week’ focus. Throughout their learning in EYFS, the children complete small group and individualised table top activities, which enables the staff to support them and assess their learning and needs. The teachers plan appropriate materials from the Early Years Development Matters Document.
In KS1 and KS2, Mathematics is based on the 2014 Curriculum and taught discretely in daily lessons. Throughout a series of lessons the children are given the opportunity to apply their skills and to reason mathematically. When suitable, the children are also given opportunities to apply their learning and understanding across the curriculum. Year 2 and Year 6 hold additional revision lessons and Year 6 hold booster sessions, where relevant, in the spring term.
We aim to provide a Mathematical Curriculum that enables the children to
- develop a concrete and pictorial understanding of mathematical concepts before moving onto using an abstract understanding
- become fluent in the fundamentals of Mathematics
- reason mathematically
- have sound written calculation strategies
- develop confidence in Maths so the children can discuss and communicate their ideas fluently
- solve problems by applying their mathematics to a variety of different situations
- develop quick mental maths skills
- to master what they have been taught
We believe that Mathematics at Durdan’s Park Primary should be engaging and challenging, while also meeting the diverse needs of all of our children. The children are given a wide variety of interesting activities that allow them to learn, practise and apply what they have been taught with confidence.
We ensure that a range of practical and engaging resources are used across all year groups. In order to promote this, teachers are provided with a variety of practical resources, suitable text books, teacher guide books, assessments and further online resources. These enable teachers not only to plan for the ‘new’ curriculum and, therefore, strive to ensure that all children are working towards their year group goals, but to also ensure that they have a clear understanding of the next steps for those children that need to make significant progress in order to close the gap to their peers. All children have learning goals so that they can take ownership of their own learning and so that they are aware of their next steps.
Where possible, children, who find Maths to be challenging, are given the opportunity to have work retaught or over taught so that they can grasp the concepts before a gap has time to develop. Children who find Mathematics particularly difficult to grasp, are provided with interventions through the revision of number work, calculation and place value.
Mastery at Durdan’s Park Primary School- a summary:
We have started our journey towards mastery by introducing a few key elements and resources.
We have a set teaching process that each learning objective follows. This teaching process may be completed through activities in books, discussions or key questions as posed by the teacher. Teachers will encourage and support children (once confident and more independent) so that they can make decisions for themselves about where to start and when to move onto the next section. Children who are not working at ARE expectations will be given resources to help them meet expectations, but where this is not yet possible additional sheets/tasks, that help the children to work towards the objective, will be used.
The teaching process:
Practising- this allows the children the opportunity to use the skill, develop speed in using the method effectively, fluency and the chance for teachers to address any misconceptions in understanding the concept itself.
Applying: this allows the children the opportunity to use their skill, within a context, and this may include word problems or non-standard examples.
Reasoning: this allows the children the opportunity for the children to explain the mathematical concept or skill within a context and this may include explaining why something is wrong or right.
Deeper thinking: this allows the children the opportunity to combine various areas of mathematics or more challenging examples to extend their learning. Often deeper connections between their current learning, previous learning and real use of their understanding are required.
In order to support this teaching process and to enable more children to reach ARE, we use a CPA approach. Whenever possible and suitable, a series of lessons or an objective begins with concrete work. Some children may need to continue to use these concrete resources to help them reach the ARE, while most children move onto pictorial and abstract representations and methods. Maths No Problems books, provide our staff with many examples of how to use the CPA approach and are often used as resource to help teachers think about and create lessons from.
Teachers use various documents and books to support in the development of the teaching process, some of which are: The OXFORD/NCETM Mastery document, White Rose Maths documents, Maths Your Target, CGP year group guide and work books, Maths No problem text books and work books, various other resources from NCETM and from the Maths Mastery specialist training programme, White Rose maths hub, Test Base, Rising Stars problem solving and reasoning books.
The Maths subject lead is currently completing training as a Maths Mastery Specialist and so these resources and, the development of mastery within the school, will continue to develop and evolve over the course of the year.