At Haughton St. Giles we believe all children should be confident at mathematics. To achieve this, we implement robust teaching methods driven by a range of learning principles. 

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Intent

Our intentions in maths are for children to:  

• Be taught the full coverage of National Curriculum; through structured lessons, which provide varied & adapted opportunities for all children. Enabling children to embed subject knowledge, confidence and raise their aspirations.  

• Children will have a fundamental understanding of the knowledge and skills that are required to be a mathematician, and these can be built upon as they progress through school and on into high school. 

• Most importantly, children will have had a positive learning experience, where they feel safe and confident in their maths skills and knowledge, building their social and emotional wellbeing as well as preparing them for life within our society.  

 

​Implementation 

Our whole curriculum is shaped by our school aims to inspire all children, irrespective of background or ability, to flourish academically and mathematically, so they can achieve their dreams. 

 

Teaching follows the national curriculum and White Rose Maths, developing mathematical fluency, problem solving and reasoning through a cumulative approach. We use comprehensive systematic teaching, strengthened by symbolic mathematical vocabulary and scaffolded support, with a range of apparatus at hand within lessons, to actively reinforce mathematical concepts and accommodate children’s learning. We promote purposeful lessons with real life links, providing fun enriched learning opportunities for every child to achieve the expected standards. 

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By using this approach, we aim to provide a learning environment whereby children can become independent learners, using a range of mathematical skills at their fingertips both confidently and to their full potential.  

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Mathematical facts are taught daily, through ‘Fast Maths’ within each class, reinforcing current skills and prior knowledge. Key Stage 2, also complete our ‘instant recall’ programme, further embedded the multiplication and division facts.  

 

Targeted maths homework is used to build confidence and support children to achieve their full potential.  

 

Maths Learning Pathway 

 

At Haughton St. Giles our children are taught through our Maths Learning Journey. This provides a consistent and structured pathway for mathematical teaching & learning throughout the school. 

 

Unit introduction:  

 

At the beginning of a new maths unit children are provided with a knowledge organiser, including unit specific vocabulary and mathematical strategies.  Children will then complete a pre-unit assessment of current knowledge and prior knowledge linked to the new unit of studies. Lessons will then be adapted, so all children will be provided with learning tasks pitched at the required access ability. Teachers then plan additional support, either through ‘pre-teach’ concepts, maths interventions or targeted maths homework.

 

Maths Lesson structure:  

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• At the start of every maths lesson children will review their current maths learning journey, encouraging them to take ownership of the skill & knowledge they have learnt so far and the skills & knowledge they need to further embed. Teachers will also draw on prior learning, ‘what the children already know’, introduce new maths vocabulary and complete a recap opportunity.  

• Teachers will then introduce the new learning for the lessons and discuss the success criteria, so all children are aware of how to achieve this learning goal. Through ‘Explore It’, teachers will model new skills with a variety of worked examples- taking account of the different learning styles- assessment for learning will be a key driver within the lesson, utilising the ‘My turn/ Our turn/ Your turn’ approach. Planned assessment for learning will allow teachers to rapidly identify misconceptions and remodel key skills or strategies. Modelled examples will be lead through ‘out loud’ discussion, collaborative learning and proactively use children’s worked examples as exemplar models- reinforcing the working wall as a learning support aid. 

• Children will be provided with questioning, discussion, learning tasks and maths investigation opportunities to engage pupils and promote mathematical learning. Varied fluency, reasoning and problem solving are incorporated throughout the unit. Maths challenges are utilised to embed knowledge and retain skills, pulling upon prior skills & knowledge. Providing children with the opportunity to explain their learning mathematically- deepening their understanding. Verbal maths oracy is driven through questioning and ‘Point/ Evidence/ Explain’ maths explanation tasks- to enquire and embed skills & knowledge. 

• Review and Reflect: Lessons provide opportunities for Individual, group and peer reflection on the learning. Lessons ‘Review and Reflect’ Opportunities allow children the time to review and consolidate key skills & knowledge with a quick assessment question.  

 

Mathematical Assessment 

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Using effective assessment is crucial throughout each mathematical concept. Assessment will ensure a deeper level of understanding is obtained and will drive effective next step teaching and learning. 

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Within Haughton St. Giles we utilise a combination of assessment approaches: ​

• Questioning 

• Quizzes/challenges/mini tests 

• Termly Assessments – at the end of each term children complete assessment tests. Questions within these tests are drawn from the age-related national level of expectation. These tests indicate skills development and progression through the curriculum.

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Intent

Our aim is that by the time children leave our school they will: 

• Be taught full coverage of National Curriculum. 

• Recognise the importance of maths, having subject confidence, recognition of maths within jobs and within our society.  

• Children will have a fundamental understanding of the knowledge and skills that are required to be a mathematician, and these can be built upon as they progress through school and on into high school. 

• Most importantly, children will have had a positive learning experience, where they feel safe and confident in their maths skills and knowledge, building their social and emotional wellbeing as well as preparing them for life within our society.  

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