Mathematics

Simpson’s Lane Maths Policy 2019-2020

AIMS

To interweave knowledge and skills to help our pupils become confident, resourceful and resilient mathematicians.

Following the introduction of the National Curriculum in 2014 the emphasis has been to ensure that all children:

  • Become FLUENT
  • REASON and EXPLAIN mathematically
  • Can SOLVE PROBLEMS

This means that children need to be regularly exposed to opportunities involving increasingly complex problem solving which allows them to apply their Maths knowledge. In doing so, they should be encouraged to develop an argument and line of enquiry which they can prove and justify using mathematical vocabulary. This includes the ability to break down problems, both routine and non-routine, into a series of steps.

We want to teach Maths in a way that:

  • Delivers Maths in line with new National Curriculum guidelines
  • Ensures the delivery of Maths is filled with cross curricular opportunities
  • Develops mental strategies
  • Ensure pupils are fluent in their times tables and can apply this knowledge
  • Encourages children to use mathematical vocabulary to reason and explain, including partner work to show much deeper understanding
  • Challenges children to stretch themselves and take risks in their learning
  • Ensures children in Key Stage 1 are secure in their understanding of number and number relationships

Teaching and learning of maths

The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. The questioning and scaffolding individual pupils receive in class as they work through problems will differ and pupils who grasp concepts rapidly are challenged through more demanding problems which deepen their knowledge further.

Practise and consolidation play a central role to mathematics learning. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.

Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.

Teachers use the CPA approach (concrete, pictorial, abstract) to ensure that concepts are modelled to pupils using multiple representations. This ensures that procedural and conceptual understanding are developed simultaneously.

Pupils are seated in mixed ability groups as we believe that all pupils can attain highly in mathematics and every pupil will have different strengths and development areas. Therefore, groupings within classes are flexible and pupils will work in different groups dependent on their need.

FS1/2- Daily maths session- teacher led, plus in continuous provision

KS1 (excluding Y1):

  • 00 – 10.30 Maths
  • 30 – 10.45 Break- Teachers mark/ assess ready for the next session
  • 45 – 11.05 Same Day intervention (Bronze, Silver, Gold challenge)

KS2:

  • 15 – 10.45 Maths
  • 45 – 11.00 Break- Teachers mark/ assess ready for the next session
  • 00 – 11.20 Same Day Intervention (Bronze, Silver, Gold challenge)

Maths will also be taught cross curricular in the afternoon on occasions

PLANNING

LTP for SDI – We use the White Rose LTP as a loose guide to ensure coverage. However, to ensure this works effectively for us, appropriate weighting is applied to each strand to meet pupils’ needs. This LTP is used in conjunction with the RAG, which measures whether pupils have accessed ARE with no support, little support, weighted support, or have been unable to access the . (See Appendix A)

MTP for SDI – The Delta Calculation Policy along with the WRM small steps serve as a medium term plan for SDI sessions.  These again serve as a guide to coverage along with RAG statement and QLA from both summative and formative assessments. 

Daily planning for SDI

All printed work for KS1 and KS2 is in Sassoon Primary (joined in KS2)

Each class teacher is responsible for the planning and teaching of mathematics in their class. The following resources are an example of those used to assist teachers with their planning:

  • White Rose Maths hub - overview for Medium term planning
  • NCETM website and resources
  • NRICH resources
  • Test Base resources

Same day intervention (SDI)

At Simpson’s Lane Academy, we use Same Day intervention as a strategy for teaching and learning in Mathematics (Excluding EYFS and Y1)

The first session is led by the teacher to introduce new learning or to rehearse a skill or a strategy. This is then followed by a ‘5 questions’ task where the children try to complete 5 mathematics questions.

  • Question 1: At consolidation level so that all children can achieve (or achieve with support)
  • Q2 - Q3: Gradually more challenging, including word problems,
  • Q4 - Q5: Reasoning and problem solving questions, pitched at gold challenge.

Teachers use a 5Q frame for their questions.

The children then have a 15-minute break whilst the teacher marks their work and assesses the children for progression in their learning.

After the break, pupils continue their learning with;

BRONZE CHALLENGE - SDI Group - adult led group. Bronze is a re-teach and its pitch is around Q a) and possibly at a pre-step phase

SILVER CHALLENGE – pitched at a) to c) - to include word problems

GOLD CHALLENGE- pitched at d) and e) – to include problem solving and reasoning

DIAMOND CHALLENGE – pitched beyond e). These questions will always be reasoning and problem solving and will not look similar to any of the 5 Qs.

Intervention stickers are sometimes used when there may not be specific written work in pupils’ books (eg practical activities, Bronze). These briefly summarise the focus and impact of work.

Intervention stickers can also be used outside of the maths session to evidence further intervention.

Y1

Same Day Intervention in Year 1

  • Maths in Year 1 is initially to be taught practically with fluency being the focus for questioning.
  • Children who are secure within the fluency strand with be challenged with reasoning style questions.
  • Same Day Intervention is to be implemented when it is appropriate for the cohort. As a guide, pupils will have access to reasoning and problem solving through the provision in the autumn term. As the year progresses, maths will become more formalised and look more like Y2-6.
  • For the majority of pupils, by the Summer Term, all children will be exposed to the Same Day Intervention sessions to prepare them for Year 2.

Additional fluency maths sessions

In order to accelerate progress and close gaps, there has been an additional maths session added to the timetable for KS1 and KS2. This session is 15 minutes long and focuses on developing fluency and rapid .

KS1 –

KS2 – 10.00 – 10.15

(See Appendix B for Fluency MTP)

Mathematical Development in the Foundation Stage

(Also see ‘The Foundation Stage Policy for Mathematical Development: Problem Solving, Reasoning and Numeracy’)

  • Mathematics in the Foundation Stage will be taught daily by teacher/adult-led sessions and through continuous provision.

Aim:

  • The Foundation Stage aim is to support, foster, promote and develop children’s mathematical development by providing opportunities for all children to develop their understanding of number, measurement pattern and space in a broad range of contexts in which they can explore, enjoy, learn and talk.

A stimulating mathematical curriculum is provided by:

  • Planning a range of activities that promote mathematical development;
  • Ensuring that the continuous provision in all areas of the Foundation Stage stimulates mathematical thinking thus embracing the notion of the hidden curriculum;
  • Providing a range of extra curricula activities such as number and shape walks, shopping trips, baking and visits to the park.
  • Developing mathematical thinking through spontaneous activities, all of which help to promote children’s mathematical development.

Strategies for the teaching of Mathematics in the Foundation Stage include

  • Planning the environment carefully so that children can initiate activities that promote the learning of mathematical skills and which can be extended;
  • Planning activities that are purposeful;
  • Planning games that give children opportunities to practice their mathematical skills and knowledge thus consolidating and extending their learning;
  • Creating an environment where the children are confident and enthusiastic to join in with or talk about mathematical activities.

INTERVENTION

Using formative assessment gathered through the ‘5 questions’ task, teacher questioning and other formative assessment methods, any pupils who have not grasped the concept or who have misconceptions will have a rapid intervention to ensure that they are ready for the next step of learning. Where possible, this will occur on the same day to ensure that gaps are rapidly addressed, ready for the next steps.

If not, the children will be placed in a further intervention group which will take place in the afternoon or assembly times. This may involve the use of B Squared for children with SEN.

ASSESSMENT

Teachers will use targeted questions and problems that require pupils to remember, understand, apply, analyse and evaluate their knowledge and skills. These formative assessments along with half-termly summative assessments will then be used to inform the RAG to assess the pupils on an ongoing basis and make a judgement about whether a pupil is on track to achieve age-related or greater depth expectations. This information will be discussed at RAG Meetings.

Teachers will also complete Question Level Analysis of any testing to inform their planning and teaching.

EYFS continually assess their children in Maths using professional discussions and assessments, which are made half-termly through an evidence base of children’s work, incidentals and long observations. Assessments are recorded in each individual child’s learning journal.

MARKING

  • Daily marking of Maths work using a green highlighter for correct answers swiping to the right of the correct answer. A green dot is marked to the right if the answer is incorrect. When marking ATS, ATG, ATD, green swipe for achieved and dot to the left if not achieved
  • The letters ‘LO’ are highlighted at the end of the second session indicating ‘achieved’ if children have correctly achieved ATS, ATG or ATD
  • A green dot is marked to the left of the letters ‘LO’ if less than this is correct
  • If a child has needed scaffolding during their work, the teacher will write VF (Verbal Feedback) next to the answer and put a circle around it. The green square process stated above will still happen
  • Where work is self-marked by pupils, a purple dot or square will be used as above. LOs and Assessment Codes must still be highlighted by a member of staff to ensure accurate formative assessment

HOMEWORK

KS1 & KS2 – Children are encouraged to access TTRS and Numbots at home to consolidate ARE fluency facts.  

PRESENTATION

  • Learning objective at the start of each piece of new learning
  • 1 number per square

Y1 – Date already written

Y2 – Date in words

Y3 - Y4 - Date in numbers

Y5 – Y6 - The date to be written in Roman numerals

Year 1

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

(within 10)

Number: Addition and Subtraction

(within 10)

Geometry: Shape

Number: Place Value (within 20)

Consolidation

Spring

Number: Addition and Subtractions

(within 20)

Number: Place Value (within 50)

(Multiples of 2, 5, 10 to be included)

Measurement: Length and Height

Measurement: Weight and Volume

Consolidation

Summer

Number: Multiplication and Division

(Reinforce multiples of 2, 5 and 10 to be included)

Number: Fractions

Geometry: Position and Direction

Number: Place Value (within 100)

Measurement: Money

Measurement: Time

Consolidation

Year 2

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Measurement: Money

Number: Multiplication and Division

Spring

Number: Multiplication and Division

Statistics

Geometry: Properties of Shape

Number: Fractions

Measurement: Length and Height

Consolidation

Summer

Position and Direction

Problem solving and efficient methods

Measurement: Time

Measurement: Mass, Capacity and Temperature

Investigations

Year 3

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Number: Multiplication and Division

Consolidation

Spring

Number: Multiplication and Division

Measurement: Money

Statistics

Measurement: Length and Perimeter

Number: Fractions

Consolidation

Summer

Number: Fractions

Measurement: Time

Geometry: Property of Shapes

Measurement: Mass and Capacity

Consolidation

Year 4

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Measurement: Length and Perimeter

Number: Multiplication and Division

Consolidation

Spring

Number: Multiplication and Division

Measurement: Area

Fractions

Decimals

Consolidation

Summer

Decimals

Measurement: Money

Measurement: Time

Statistics

Geometry: Property of Shape

Geometry: Position and Direction

Consolidation

Year 5

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition and Subtraction

Statistics

Number: Multiplication and Division

Perimeter and Area

Consolidation

Spring

Number: Multiplication and Division

Number: Fractions

Number: Decimals and Percentages

Consolidation

Summer

Number: Decimals

Geometry: Properties of Shapes

Geometry: Position and Direction

Measurements: Converting Units

Measurement: Volume

Consolidation

Year 6

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Autumn

Number: Place Value

Number: Addition, Subtraction, Multiplication and Division

Fractions

Geometry: Position and Direction

Consolidation

Spring

Number: Decimals

Number: Percentages

Number: Algebra

Measurement: Converting Units

Measurement: Perimeter, Area and Volume

Number: Ratio

Consolidation

Summer

Geometry: Properties of Shapes

Problem solving

Statistics

Investigations

Consolidation