Mathematics at Appleton Roebuck
Subject Intent & Implementation
Using White Rose Maths, our curriculum follows a mastery approach and means
our students have a clear progression across concepts and the opportunity to
deepen their understanding. Lessons follow a clear progression from lesson
to lesson over units of learning. Calculation progression is modelled on the
structures of White Rose Maths and ensures that pupils are moved through
concrete, pictorial and abstract representations in a planned sequence and
at an appropriate pace.
Fluency of number is at the core of our curriculum and daily fluency sessions
build this confidence through school. Problem solving is at the heart of our
Maths curriculum and our lessons use real-life problems as their foundation.
‘Tricky Traps’ provide learners with an opportunity to go deeper if needed.
SEND
We have an ambitious curriculum and we aim for all children to be able
to access it by supporting those children who are not as confident with
concepts.
We provide support to those learners through adaptive teaching strategies
such as adult support, concrete materials such as numicon or base ten,
times table grids and through the use of pictorial representations.
We also use mixed attaining pairs to help support learners.
Mastery Curriculum
We believe that all pupils are capable of achieving and challenge is part
of everyday maths for all pupils.
The majority of pupils will move through the curriculum at broadly the
same pace with decisions about when to progress based on the security of
pupils’ understanding and their readiness to progress to the next stage.
Pupils who grasp concepts rapidly are challenged through questioning and
being offered problems in the form of ‘Tricky Traps’ which promote deeper
understanding.
Those who are not sufficiently fluent with earlier material consolidate
their understanding, through additional practice, before moving on.
Planning for Mastery is developing across school and is supported by the
Maths leader, the NCETM hub, Mastering Number in EYFS and White Rose Maths
schemes of learning.
Maths in Early Years
Maths in Early Years follows the Numberblocks long term planning.
Numberblocks enables our reception children to build a solid understanding
of number.
In Early Years, there are number sessions and a space, shape and measure
session, built up to throughout Autumn Term, which is supported by the
White Rose resources.
Maths in Early Years is also supported by a daily mastering number session.
Dedicated maths areas are planned for in provision and allow the children
to explore maths naturally.
Fluency
NCETM’s Mastering Number programme aims to build firm foundations in the
development of good number sense for our children in Early Years.
Daily fluency sessions in KS1 are a core part of our Maths curriculum and
the aim over time is that children will leave KS1 with fluency in
calculation and a confidence and flexibility with number.
In KS2, daily fluency sessions are a core part of our Maths curriculum
and ensure pupils develop confidence across the four operations and
develop the ability to retrieve number facts rapidly.
Outcomes
Subject Impact
Our children will leave Appleton Roebuck with a firm understanding of number
and will be confident with written strategies across the four operations.
Our pupils will be able to apply their knowledge of number to help them reason
and solve problems. Children will have independence and be ready for the
challenges that secondary school will bring.
Lesson Structure
Maths lessons at Appleton Roebuck follow a 5-part structure.
All lessons begin with fluency, ‘shape and/or measures question of the day’
and a recap of the previous learning before including the following
elements:
- Explore – lessons start with an opportunity to explore a real-life concept or problem.
- Master – master the core Maths concept.
- Guided – guided practice of tasks with a partner or teacher.
- Independent – solve tasks independently.
- Tricky trap – a chance to go deeper for those that need it.
Mixed Year Groups
Maths is taught in mixed year groups in KS2. We have a mixed Year 3 and
4 class and a mixed Year 5 and 6 class.
In UKS2, the White Rose mixed age schemes of learning are used to deliver
a mixed-year curriculum.
Due to the nature of the KS1 curriculum, Year 1 and 2 are taught
separately. Both Y1 and Y2 use the corresponding single year group
White Rose scheme of learning.
Assessment
The mastery lesson structure and curriculum design provides many
opportunities for assessment. Within a Maths lesson, assessment takes
place through questioning, recapping and children having to explain
taught content.
Each lesson starts with a review of previous lesson and provides an
opportunity to assess prior knowledge.
At the end of each block there is an end of block assessment which
provides a summative assessment of pupils understanding of the topic.
We use PUMA for summative assessment of Maths once a term.
In Year 1, all assessment is done by formative teacher assessment.
In Year 6, past SATS papers are also used to assess.
Reasoning (Mathematical Thinking)
Reasoning is a core part of our curriculum. All children are expected to
respond using mathematical vocabulary to explain their thinking.
Our curriculum promotes enquiry and identifying relationships. We want
our children to be able to provide an argument, justification or proof
using mathematical language and our mastery curriculum is developing this.
Children have the opportunity to extend their understanding beyond
arithmetic.
MTTC
We use TTRS to help our LKS2 children prepare for the MTTC. Times tables
are also taught discretely through use of number sticks and pattern
spotting.
Weekly soundchecks are held to monitor progress and any children who are
not as confident are highlighted and supported.
Work lower down the school in the form of fluency and Mastering Number,
supports our children with the core number foundations to help them
achieve success in LKS2.