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St. Lukes Catholic Primary School
Mathematics Policy 202324
Following in the footsteps of Jesus, we learn, love and laugh together
Academic YearDesignated Senior PersonSubject LeadNominated GovernorChair of Governors201819E.MurtaghM.GrealisC.BainbrdgeP.Stitt201920E.MurtaghM.GrealisC.BainbrdgeP.Stitt202021E.MurtaghM.GrealisP.Stitt202122E.MurtaghM.GrealisL.McMurtrieP.Stitt202223E.MurtaghC. FouldsL.McMurtrieP.Stitt202324E.MurtaghN. JevonsJ. OConnellP.Stitt
Review DateChanges madeBy whomDate shared with staff/governorsMarch 2015Update to reflect new National Curriculum 2014M.WilliamsStaff: March 2015
Governors: March 2015November 2018Update to reflect Mastery ApproachM.GrealisStaff: February 2019
Governors: February 2019September 2020Update terminology and resourcesM.GrealisStaff: September 2020
Governors: October 2020September 2021Update to reflect COVID and Power MathsM.GrealisStaff: Autumn 2021
Governors: November 2021June 2022General Review and update to reflect FS2/Year 1 provisionM.GrealisStaff: June 2022
Governors: June 2022July 2023General review to reflect use of resources and mixed age classesN JevonsStaff: Autumn 2023
Governors: Autumn 2023
Signed: __________________________________________ (Headteacher)
Signed: __________________________________________ (Chair of Governors)
Date: ________________________
Mission Statement
As Gods family, we learn love and laugh.
Together:
love one another, forgive one another,
work together, play together,
worship together, be happy together.
Introduction
At St. Lukes Catholic Primary School, we are committed to providing pupils with a quality education with our faith at the heart of all that we do. We believe that Mathematics equips pupils with a uniquely powerful set of tools, through developing an ability to calculate, reason and solve problems. It enables children to understand and appreciate relationships and patterns in both number and space in their everyday lives. Through their growing knowledge and understanding, they also learn to appreciate the contribution made by many people to the development and application of mathematics.
Aims
It is our aim to develop:
( A growth mindset about ability to learn mathematics
( A positive attitude towards mathematics and an awareness of how fascinating elements of mathematics can be
( Competence and confidence with numbers and the number system and other mathematical knowledge, concepts and skills
( Problem solvers, who can reason, think logically, work systematically and apply their knowledge of mathematics
( An ability to communicate using mathematical language
( An ability to work both independently and with others
.
Intent:
The intention of the maths curriculum at St Luke's Catholic Primary Catholic Primary School is that children are taught to become competent and independent mathematicians.The mastery approach to teaching maths is the underlying principle of Mathematics Mastery. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts, which will enable them to apply their learning in differentsituations. Through mathematical talk, children will develop the ability to articulate, discuss and explain their thinking. We will provide the children with the necessary resources to allow all children to access the curriculum and encourage them to use this where appropriate to explain their logic and reasoning.
Implementation:
We recognise that in order for pupils to progress to deeper and more complex problems, children need to be confident and fluent across each yearly objective. We follow the Power Maths scheme of learning, alongside White Rose, to ensure that the coverage for the year is completed, while addressing any gaps in learning that the children may have. We use these plans to ensure that we are planning to the three key principles of Mathematics Mastery to deepen childrens understanding: Conceptual understanding, Language and communication and Mathematical thinking.
Our teaching for mastery is underpinned by the NCETMs 5 Big Ideas: Coherence, representation and structure, mathematical thinking, fluency and variation.
Coherence: Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation and the ability to apply the concept to a range of contexts.
Representation and Structure: Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without needing the visual representation.
Mathematical Thinking: If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others.
Fluency: Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.
Variation: Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
Within Power Maths and White Rose Maths, each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery  an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff use Power Maths workbooks in conjunction with a range of other useful resources such as White Rose, NCETM, I See Reasoning and nRich.
Impact:
As part of FAVSP, we are fortunate to be able to call on the support of other local Maths leads. Through moderation of planning, lessons and books, we can be sure that progress is made across all year groups. If progress is not being made, support is immediate and steps provided to ensure all pupils achieve and make progress.
Summative assessment takes place at the end of each topic as well as at the end of each term and childrens progress and attainment is discussed with senior leaders in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. The teaching of mathematics is monitored by leaders through lesson observations, book scrutinies and pupil voice.
What is Power Maths?
Power Maths is a wholeclass mastery programme, which is designed to spark curiosity and excitement and help nurture confidence in maths. Power Maths KS1 and KS2 are recommended by the DfE, having met the HYPERLINK "https://www.ncetm.org.uk/" \t "_blank" NCETMs criteria for highquality textbooks, and have been judged as fully delivering a mastery approach.
Teaching and Learning
Key Stage 1 and 2
All classes will follow the Power Maths Programme of Study using their resources and lesson structure, which ensures continuity and progression in the teaching of mathematics across Key Stage 1 and 2. Within a unit of work, curriculum coverage is broken down into small steps to enable children to understand concepts better. Although one lesson is advised for each small step, we do not specify this in school, allowing staff flexibility to cater for the specific needs of their pupils (particularly in Year 1 where learning is initially practical and activities are all recorded in individual Maths books).
Lesson Structure
Each Power Maths lesson follows the same sequence and is designed to empower children to understand core concepts and grow in confidence.
Discover each lesson begins with a problem to solve, often a reallife example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking and generate curiosity. Children may use manipulatives(practical apparatus) to help them understand the maths and explain their method.
Share the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with handson resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.
Think together the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations, while being challenged to apply their understanding in different ways and with increasing independence.
Practice now children practise individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence.
Reflect finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.
All teachers should plan daily mathematics lessons following this structure using the Power Maths Teacher Guides. Power Maths planning for each small step should be annotated to include the learning objective, steps to success and other key information for the lesson. Key vocabulary and questions should be highlighted.
Where possible, teachers should preempt misconceptions that many children will have and use concrete, pictorial and abstract resources to aid learning. Reflections should only be partplanned as misconceptions may arise during the delivery of the lesson. However, all reflections should refer to the learning outcome and the success criteria in a meaningful way and allow children time for selfassessment.
Each term, children should be given the opportunity to have a range of experiences in mathematics lessons (e.g. practical activities using Active Maths, problem solving using nRich activities, open/closed tasks). Children are taught to use a range of methods to calculate and have the ability to check whether their chosen methods are appropriate, reliable and efficient. Children in Years 5 and 6 are beginning to record their methods and thoughts in the Journaling part of some lessons. Each class has an interactive Maths Working Wall to encourage independent learning. A separate Teaching Calculations Document is available ensuring continuity and gradual development of number skills.
NCETM Mastering Number Programme
Children in Years 1 and 2 will also have an additional 15 minute maths lesson each afternoon using the NCETM Mastering Number resources. This aims to develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children.
Early Years Foundation Stage
Teachers in FS2 ensure the children learn through a mixture of adult led activities and childinitiated activities both inside and outside of the classroom. Mathematics is taught through an integrated approach using the NCETM Mastering Number resources, First4Maths resources, Power Maths and the EYFS Framework in relation to mathematics aiming for our pupils to achieve the following Early Learning Goals:
ELG: Number
develop a deep understanding of number to 10, including the composition of each number.
subitise up to 5.
Automatically recall number bonds up to 5 and some number bonds up to 10, including double facts.
ELG: Numerical Patterns
verbally count beyond 20, recognising the pattern of the counting system.
compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
In addition, the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
Vocabulary and precision of language
Developing childrens language and vocabulary is essential.
( Key vocabulary is listed on the Working Wall during lessons and added to as new words arise.
( Paired talk activities are used to encourage children to talk about their mathematics.
( Children are taught to mirror the language they hear the adults using.
( Adults mirror back alternative words for the same meaning to enrich childrens range of vocabulary. E.g. Child says 3 times 5 is 15, teacher says, yes, the product of 3 and 5 is 15 or 3 multiplied by 5 equals 15.
( Children are required to provide justification and reasoning for their answers using stem sentences. For example, I know the shape is a square because.
( Teachers are required to have sound subject knowledge and understanding of the correct terminology and vocabulary E.g. There is no such thing as a take away sum (because sum means add). We use the terms calculation or equation.
Adaptations
We have high expectations of all of our children, irrespective of ability, and encourage them to be successful and achieve their full potential. Our aim is to ensure challenge for all. Children are encouraged to have a growth mindset about their ability to do mathematics. They are taught that mistakes are okay to make as we learn from them and that it is okay to be stuck as finding a way to become unstuck will develop their learning. Children are sat in mixed ability groups so that peer support is a key learning tool within the maths lessons.
Where children are in mixed age classes, they are still taught the mathematical content for their own year group. This is achieved in different ways through adaptations of support, split teaching, resources and activities.
Within Independent Learning time, most children access the activities within the Power Maths workbooks; most children start on the first question of the workbook however, if they need more fluency work or need extra challenge, teachers are able to provide this for them. Teachers will monitor childrens choices and direct children towards the correct level of challenge based on their assessment in the initial phases of the lesson if necessary.
Adaptations of tasks is carried out in various ways:
open ended questioning and activities which allow more able children to offer more sophisticated mathematical responses
challenges which can be accessed at different steps, supporting and challenging all
recording to allow some children to give verbal responses and use photographs of their learning
use of manipulatives and resources to support children when necessary
Assessment
We recognise that AfL lies at the heart of promoting learning and in raising standards of attainment. The assessment procedures within our school encompasses:
questioning that challenges thinking and confirms understanding
responding appropriately to pupils with verbal feedback during daily lessons
assessing children daily against success criteria stickers in childrens books using the Balance Learning Wheel
using knowledge of pupils drawn from Balance to guide future planning and teaching
Marking
Marking is completed in line with the schools Assessment, Feedback and Reporting Policy to ensure that all children know what they have done well and next steps for improvement. As well as teachers using the Think Pink and Green is Good marking technique, KS2 children are taught to selfassess the I can success criteria statements using the colours on our Balance Learning Wheel assessment tool and use a number against the main learning objective for the lesson. KS1 children use the relevant colours on our Learning Wheel to selfassess their work. Children also have the opportunity to reflect on their learning by marking their own work using a Purple Improvement Pen. This can be with an adult, independently, in a group or as a whole class activity.
Times Tables
Having an accurate knowledge of multiplication facts is an important part of the mathematics curriculum. Children will be taught key multiplication facts (and corresponding division facts) relevant to their year group. Children from Year 1 are all registered on the Times Tables Rockstars App, which we believe will inspire our pupils to practice their times tables by engaging them in fun online activities. The pupils in Year 4 will take part in an online Multiplication Tables Check where they will be asked 25 questions in timed conditions. This will take place during the Summer term.
Homework
Homework will be set weekly on Google Classroom or as a paper activity and be relevant to that weeks learning. Homework will meet the specific learning needs of each individual pupil. Homework will be marked and returned for the child to review his/her success and needs.
SEND
Children with SEND are usually taught within the daily mathematics lesson. When additional staff are available to support groups or individual children, children may be withdrawn from the classroom to focus on their individual needs. Within the daily mathematics lesson, teachers not only provide activities to support children who find mathematics difficult, but also activities that provide additional challenge for children who need it. Focused mathematical interventions are delivered to support children with gaps in their learning and mathematical understanding. These interventions (such as Earlybird sessions, FirstClass@Number and same day intervention are delivered by trained support staff and overseen by the SENDCo, the maths lead and the class teacher.
Equal Opportunities
All children should have equal access to Quality First Teaching, irrespective of race, background, gender and capability. In the daily mathematics lesson, we ensure this by supporting children in a variety of ways (eg. repeating instructions).
Monitoring, Support and Evaluation
The mathematics subject lead will continue to deliver staff training to support staff and ensure the delivery of mastery approach mathematics lessons is embedded across the whole school. Learning walks, book scrutinies and observations will take place each half term to identify the training needs of staff.
Role of the Subject Leader
( to take the lead in policy development
( to support colleagues e.g. leading staff CPD, planning support, team teaching
( to monitor and be accountable for progress in Mathematics this may be done through scrutiny of work, observations and analysis of formal assessment data
( to take responsibility for the choice, purchase and organisation of central resources for mathematics, in consultation with colleagues
( to be familiar with current thinking concerning the teaching of Mathematics, and to disseminate information to colleague
( to report on Mathematics to the Headteacher and liaise with the named link governor
Mathematics Subject Lead: N. Jevons
Date: July 2023
Review Date: July 2024
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