At The Gateway Primary Academy, we recognise the vital role that a high quality maths education plays in preparing our pupils for the future. We recognise that maths is essential to everyday life, science, computing and engineering. Throughout our maths teaching, we promote fluency, reasoning and problem solving. We teach Maths both discretely and aim to give our pupils many real life contexts to apply their mathematical understanding to.
|Through our Maths teaching, we aim for all of our pupils to become fluent in the key concepts of Maths. Also, we aim for our pupils to develop their Mathematical reasoning by recognising relationships, making generalisations and proving their thinking using Mathematical vocabulary which is carefully planned from one year group to another. Our curriculum allows children to better make sense of the world around them by making connections between mathematics and everyday life. In addition to this, we aim to give our pupils the confidence to solve Mathematical problems using a range of strategies. We aim to ensure that mathematics is a high-profile subject which children view positively.
|A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. Discussion is essential to learning and children are encouraged to discuss their thoughts, ideas and methods with a partner, group or the teacher. Task types are varied to suit different pupils and their learning preferences; developing reasoning remains one of our key focuses. Vocabulary is carefully planned from one year group to another to ensure a progressive approach. Mathematical knowledge and skills are embedded across the curriculum to promote mathematical understanding. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently when solving problems which require them to persevere and develop resilience. Through our topic-based curriculum, we apply maths in other subjects, such as: science, geography and history to ensure our pupils see the important real-life contexts of Maths learning. Workshops are held to provide additional support and guidance to parents.
How will my child be taught Maths?
Maths in EYFS
Maths is taught using the White Rose resources in the EYFS. The children explore the value of number and develop a strong foundation of number knowledge over the year. They are taught mathematical knowledge and concepts whole class and in small groups and maths/mathematical problem solving is embedded in the areas of continuous provision to enable children to continue to develop their mathematical thinking. Children are taught to explore patterns and numbers using a range of practical resources and resources found in the outside area. They are taught key vocabulary over the year to explain their ideas. They are encouraged to be brave in maths and develop positive attitudes through our BLP approach.
Maths in KS1
Maths is taught using the concrete, pictorial, abstract approach in KS1 with the children being given the opportunity to explore concepts practically before recording their understanding using a visual approach. The children develop a secure understanding of number and develop their fluency and knowledge of different mathematical calculations and key vocabulary over KS1. They also build on their problem solving and reasoning in maths through the use of the White Rose resources, NRich, NCETM and STOPs problem solving resources. They also develop a secure understanding of shape, space and measures and are given opportunities to practice these skills through cross curricular links for example measuring linked to their DT work or data handling linked to their science.
Maths in KS2
In KS2, high quality White Rose scheme of work are used alongside teacher developed plans and resources. Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge. This involves daily mathematics lessons, pre/post teaching sessions (where appropriate) and specific Times Tables sessions in Year 4. Children are encouraged to use manipulatives and resources to physically represent mathematical concepts first. Pictorial representations are then used to demonstrate and visualise strategies before moving on to more abstract methods. The use of all three representations enables children to make deeper connections between mathematical concepts, regardless of their age.
The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Vocabulary in Maths
We recognise the importance of spoken language in maths and ensure that this progressively planned for from one year group to the next. Throughout all of our maths sessions, we ensure we model the correct mathematical language and encourage our pupils to use this language when explaining their ideas or proving their thinking. We also use discussion, to discuss misconceptions. Please refer to the document below to see which vocabulary your child will be working on in each year at The Gateway.
Supporting our pupils as confident 'Mathematicians'
At The Gateway, we recognise the National Curriculum aim that the majority of pupils will move through the programme of study at broadly the same pace. However, we also recognise that at times some pupils will need additional interventions to close gaps in their learning. To close these gaps, we ensure we implement timely interventions, 1:1 personalised programmes or pre-teaching to meet the needs of our pupils. All of our interventions are flexible and are closely matched to the needs of our pupils to ensure we reduce the gaps where possible.
For our pupils who grasp concepts rapidly, we plan additional challenges and problems that offer them the opportunity to deepen their understanding. We use a range of resources to do this, such as: NRich, NCETM and the White Rose Resources.
For our maths planning, we use and adapt the Kent Planning to match the needs of our pupils and ensure we regularly revisit and consolidate key concepts. We use a range of resources to develop our pupils’ understanding.
Assessment in Maths
In September, we use the National Baseline to assess our new pupils’ initial understanding of mathematical concepts. In our Foundation Stage, the children are assessed against the early learning goals on an ongoing basis over the year through their application in their learning environment.
At The Gateway Primary Academy, we use ongoing assessment through both developmental marking and Classroom Monitor to track the achievement of our children on an ongoing basis.
In addition to the ongoing formative assessment (twice a year - once in March and once in June) we use a summative test papers to inform our teacher assessment alongside Classroom Monitor.
In Key Stage One/Two in June, the children complete the Statutory Assessment Tests. In Key Stage One, we are invited to attend district moderation where we discuss our judgements alongside other schools in Kent.
In June, the children sit a national multiplication check which involves a timed online, on screen test. This check requires the children to be able to confidently recall the times tables up to 12 x 12.
Times Tables at The Gateway
For more information about the teaching of times tables at The Gateway please refer to the document below, which outlines the whole school approach.
Supporting your Child with Maths
At The Gateway, we value parental involvement in supporting a child’s development in mathematical understanding. At the beginning of every academic year, we hold ‘Meet the Teacher’ meetings, where the class teacher discusses what support parents can provide at home to support their child’s learning. We also provide a short booklet with additional information. We also run parent workshops linked to maths, for example: the calculation policy.
In the Foundation Stage and KS1 children are expected to complete counting activities at home and online Education City home learning.
In KS2, home learning activities are set, such as: learning the times tables, Times Table Rock Stars. We also set home learning which consolidates class work.