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Parbold Douglas Church of England Academy

'Let your light shine'

Mathematics

Mathematics at Parbold Douglas

 

Introduction

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

(National Curriculum 2014) - Click Here

 

At Parbold Douglas Church of England Academy it is our aim to develop:

  • Enjoyment and enthusiasm for mathematics and an awareness of the fascination of mathematics.
  • Confidence and fluency in mathematical knowledge, concepts and skills.
  • An ability to use and apply mathematics across the curriculum and in real life.
  • An ability to solve problems, by applying their skills to a variety of routine and non-routine problems.
  • Reasoning, to think logically and to work systematically and accurately.
  • An ability to reason mathematically and explain relationships using mathematical language.
  • Initiative and an ability to work both independently and in cooperation with others.

 

The National Curriculum sets out year-by-year programmes of study for Key Stages 1 and 2. This ensures continuity and progression in the teaching of mathematics.

 

The EYFS Statutory Framework 2014 sets standards for the learning, development and care of children from birth to five years old and supports an integrated approach to early learning. This is supported by the ‘Development matters’ non-statutory guidance.
 

The EYFS Framework in relation to mathematics aims for our pupils to:

· develop and improve their skills in counting

· understand and use numbers

· calculate simple addition and subtraction problems

· describe shapes, spaces, and measures

 

Teaching and Learning Style

The school uses a variety of teaching and learning styles in mathematics lessons. Our aim is to develop children’s knowledge, skills and understanding in mathematics. We do this through a daily mathematics lesson where children are given opportunities for:

  • Practical activities and mathematical games
  • Problem solving
  • Open and closed tasks
  • Individual, group and whole class discussions and activities
  • A range of methods of calculating e.g. mental, pencil and paper and using a calculator
  • Working with computers as a mathematical tool
  • Using a wide range of support resources e.g. number squares, digit cards and number lines
  • Using and applying their learning in everyday situations

 

Through our creative approach to teaching and learning we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas

 

Teachers Planning and Organisation

 

Long-Term Planning

The National Curriculum for Mathematics 2014, Development Matters and the Early Learning Goals (Number, Shape Space & Measure) provide the long term planning for mathematics taught in the school.

 

Medium Term Planning

Years 1-6 use the White Rose Maths Hub schemes of learning as their medium- term planning documents.

 

These schemes provide teachers with exemplification for maths objectives and are broken down into fluency, reasoning and problem solving, key aims of the National Curriculum. They support a mastery approach to teaching and learning and have number at their heart. They ensure teachers stay in the required key stage and support the ideal of depth before breadth. They support pupils working together as a whole group and provide plenty of time to build reasoning and problem solving elements into the curriculum.

Short Term Planning 

The above schemes of learning support daily lesson planning. Lessons are planned using a common planning format and are monitored at intervals by the mathematics subject leader. 

 

All classes have a daily mathematics lesson of 60 minutes, where possible.

 

EYFS planning is based on the medium-term plans and delivered as appropriate to individual children with thought to where the children are now and what steps they need to take next. 

 

Teachers of the EYFS ensure the children learn through a mixture of adult led activities and child- initiated activities both inside and outside of the classroom. Mathematics is taught through an integrated approach.

 

Special Educational Needs & Disabilities (SEND) 

 

Daily mathematics lessons are inclusive to pupils with special educational needs and disabilities. Where required, children’s ISP’s incorporate suitable objectives from the National Curriculum for Mathematics or development Matters and teachers keep these in mind when planning work. These targets may be worked upon within the lesson as well as on a 1:1 basis outside the mathematics lesson. Maths focused intervention in school helps children with gaps in their learning and mathematical understanding. 

 

These are delivered by class teachers and trained support staff and overseen by the SENCO and/or the class teacher. Within the daily mathematics lesson teachers have a responsibility to not only provide differentiated activities to support children with SEND but also activities that provide sufficient challenge for children who are high achievers. It is the teachers’ responsibility to ensure that all children are challenged at a level appropriate to their ability. 

 

Lessons 

In all lessons, learning objectives and success criteria are clearly displayed and discussed in line with the schools Teaching and Learning Guide.
 

The emphasis in lessons is to make teaching interactive and lively, to engage all children encouraging them to talk about mathematics. Lessons involve elements of: 

  • Instruction – giving information and structuring it well; 
  • Demonstrating – showing, describing and modelling mathematics using appropriate resources and visual displays; 
  • Explaining and illustrating – giving accurate and well-paced explanations; 
  • Questioning and discussing; 
  • Consolidating; 
  • Reflecting and evaluating responses – identifying mistakes and using them as positive teaching points; 
  • Summarising – reviewing mathematics that has been taught enabling children to focus on next steps 

 

Pupils’ Records of Work 

Children are taught a variety of methods for recording their work and are encouraged and helped to use the most appropriate and convenient. Children are encouraged to use mental strategies and their own jottings before resorting to more formal written methods. Children’s own jottings to support their work is encouraged throughout all year groups. 

 

Work will be recorded in Maths books, where appropriate. It may be that for certain lessons work is not recorded in books, this may be due to a practical element of the lesson, working on paper or using technology to support learning. Planning will highlight when this is the case. 

 

Marking 

Marking of children’s work is essential to ensure they make further progress. Work is marked against success criteria, in line with the school marking policy. Children are encouraged to self-assess their work and given time to read teachers’ comments and make corrections or improvements. 

 

In line with the Marking and Feedback Policy, live marking takes place during lessons, offering immediate feedback and next steps in learning. Some pieces of work in mathematics can be marked by children themselves, exercises involving routine practice with support and guidance from the teacher – particularly in KS2. 

 

Assessment 

Assessment is an integral part of teaching and learning and is a continuous process. Teachers make assessments of children daily through; 

  • regular marking of work 
  • analysing errors and picking up on misconceptions 
  • asking questions and listening to answers 
  • facilitating and listening to discussions 
  • making observations 

 

These ongoing assessments inform future planning and teaching. Lessons are adapted readily, and short-term planning evaluated in light of these assessments. 

 

Medium Term 

Termly assessments are carried out across the school using the assessment materials for each year group provided by the White Rose Maths Hub in line with the schemes of learning. These materials used alongside judgements made from class work support teachers in making a steps assessment for each child which in line with the assessment policy they enter onto Target Tracker. 

 

Pupil Progress meetings are timetabled each term for all classes. Progress of pupils is discussed, and appropriate intervention considered and put in place where appropriate. 

 

Long Term 

Y2 and Y6 complete the national tests (SATs) in May. Yrs.’ 3, 4 and 5 complete optional SATs papers produced by Testbase which inform teacher summative judgements in the summer term.

 

Resources 

Each class has a stock of core resources that are age appropriate. Additional mathematical equipment and resources are stored centrally in the resources room. 

 

Role of the Maths Subject Leader 

  • To lead in the development of maths throughout the school. 
  • To monitor the planning, teaching and learning of mathematics throughout the school. 
  • To help raise standards in maths. 
  • To provide teachers with support in the teaching of mathematics. 
  • To provide staff with CPD opportunities in relation to maths within the confines of the budget and the School Improvement Plan 
  • To monitor and maintain high quality resources. 
  • To keep up to date with new developments in the area of mathematics 
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