Mathematics

Intent

At Rowde we strive for all children to become fluent in the fundamentals of Mathematics, through varied and frequent practice with increasingly complex problems over time. We want pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Children will reason  mathematically by following a line of enquiry, conjecturing relationships and generalisations, and develop an argument, justification or proof using Mathematical reasoning language. They will solve problems by applying their Mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

Our daily Maths lessons use Power Maths which makes mastery practical and achievable by providing structures, pathways, content, tools and support. To develop mastery in Maths, children need to be enabled to acquire a deep understanding of Maths concepts, structures and procedures, step by step. Complex Mathematical concepts are built on simpler conceptual components and when children understand every step in the learning sequence, Maths becomes transparent and makes logical sense. Interactive lessons establish deep understanding in small steps, as well as effortless fluency in key facts such as tables and number bonds. The whole class approach works on the same content and ensures no child is left behind.

At the heart of Power Maths is a clearly structured teaching and learning process that ensures the children can master each Maths concept securely and deeply. For each year group, the curriculum is broken down into core concepts, taught in units. A unit divides into smaller learning steps – lessons. Step by step, strong foundations of cumulative knowledge and understanding are built

By taking a Concrete-Pictorial-Abstract (C-P-A) approach, Power Maths allows children to tackle concepts in a tangible and more comfortable way.

Within our lessons, children are supported and extended as appropriate so they can all achieve. Children are often supported through the use of concrete resources, adult support and scaffolding. Children are stretched by challenging work and extended questioning. Children’s understanding of a concept will be deepened and broadened in a range of contexts.

In addition to the daily Maths lesson, classes also have 15 – 20 minutes practising arithmetic skills 3 times a week. We recognise that their arithmetic skills, underpin so much of the curriculum, that we prioritise this and ensure the children have sufficient time and opportunity to develop their fluency. We use the online learning tool Professor Assessor to support the children's arithmetic and learning further, both in class and at home.

Impact

Teachers assess children through a variety of ways including marking, observations, discussions and assessment activities in line with the Assessment Policy.

End of Unit Checks are used by teachers at to evaluate children’s understanding of a small chunk of learning. After these End of Unit Checks, teachers will decided if the class is ready to move on to the next unit or if parts of the previous unit need to be recovered before moving on. Teachers will prioritise the key units to ensure the most fundamental maths skills are taught first.

Evaluation of the weekly plans and end of unit summative assessments help to identify areas in need of future reinforcement.

Progress in Maths is also measured by results in NFER and SATs tests taken three times a year in the appropriate year groups.

Scrutiny of work is carried out during the year by the subject leader to ensure consistency and progression.

Teacher’s assessment and record keeping should follow procedures within the Assessment Policy and the Staff Handbook. Professor Assessor supports formative assessment on a weekly basis, and teachers respond to children’s learning by using this tool for interventions.