Mathematics

At Leechpool we use the White Rose Hub Maths Scheme as the basis of our curriculum. This reflects the importance we place on the learning of basic number skills and the building of number fluency.

Children have access to a variety of mathematical apparatus designed to aid their calculation with numbers.  As children progress in their ability to solve mathematical calculations we teach the children specific ways to record their working out.   It is important that children progress through each stage of the progression chart, shown in the Leechpool Calculation Policy, as this ensures they fully grasp the mathematical concepts that underpin the calculations they are doing.  Children receive oral and written feedback and are given RAP tasks to help correct any misconceptions and/or build on their learning and provide the next steps.

Intent

  • To teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area.
  • Teachers and governors are kept regularly informed of developments in our frequently reviewed curriculum.
  • Teachers are supported and aided in their roles ensuring confidence in the skills and facts they are required to teach.
  • Lessons are child focused and maths is kept fun and current in school.
  • Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.
  • Our policies, resources and schemes support our vision e.g. our calculations policy, White Rose Maths planning, I See Reasoning and NCETM Teaching for Mastery.
  • The mapping of Mathematics across school shows clear progression in line with age related expectations.
  • Pupils are challenged and we believe in a child led approach whereby pupils can take ownership of their learning, choosing their own level of task whilst those who are identified as SEND or underachieving are supported completely, revisiting learning where needed.

 

Implementation

  • Subject expertise allows the intentions of our mathematics curriculum to be executed successfully.
  • CPD is important in maths and all staff are being encouraged to raise any issues they have within mathematics in order to ensure everyone is confident in what they teach. Subject leaders attend regular mathematics course and teaching assistants attended a range of in-school training sessions.
  • Good practice is always shared between staff and all CPD is used to inform teaching and learning across school. Staff meetings for professional development, are held half termly.
  • This detailed all updates and intentions including the new times table test, our focus on ‘chilli challenge’ and discussed resources for maths. Resources and equipment are audited and up to date, all staff had opportunity to submit orders to subject leaders – our central maths cupboard also holds many whole-school resources.
  • Our resources allow us to better use models and images to support learning in each area. Children are familiar with these and able to access them independently where needed also supporting learning in different contexts.
  • Staff have several materials to refer to for short-term planning including Leechpool planning, I See Reasoning, White Rose Maths and NCETM Teaching for Mastery – these are used across KS1 and KS2 allowing children to be exposed to a variety of different types of learning and problems.

 

Impact

  • The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts.
  • We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important.
  • Our children have a growth mindset and they make measurable progression against their own targets.
  • Our maths books are packed with a range of activities showing evidence of fluency, reasoning and problem solving.
  • Our feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children are on track.
  • Children ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem.

 

Dragon Maths / Rainbow Maths / Solar Maths