Maths at Evelyn CP School

Intent:

At Evelyn CP School, our overall aim is to equip all of our pupils with the life skills they need to be able to flourish in the real world and promote a love of maths. We aim to ensure that, regardless of background and ability, every pupil has a rich and meaningful mathematics education. Both staff and pupils understand the importance of automaticity and fluency within maths and this is taught through real life contexts to enable pupils to apply their understanding, reason about maths, problem solve and make connections across the subject and the wider curriculum. We believe in a language rich environment and our pupils will leave us with the confidence to access maths, talk about maths and apply their knowledge in mathematical contexts.

Implementation:

Our Curriculum:

Our maths curriculum is based on White Rose Maths which is a whole-class mastery programme, designed to spark curiosity and excitement and help children develop confidence in maths. Teaching sequences are based on small steps to ensure a good level of coherence, understanding, application of understanding and transference of skills to a range of mathematic problems and contexts. White Rose maps out a long term plan based on 12 weeks in a term. At Evelyn CP School, we have tailored this scheme to suit our pupil’s needs by mapping out the actual weeks in a term, and adding in extra units where needed such as problem solving week, extra units for consolidation or revisiting skills taught earlier on in the term.

Maths lessons:

Every one of our maths lessons is based on the principals that all children can achieve, which is our belief at Evelyn. Children are taught in mixed ability groups, with all children accessing the same learning. This allows all children to be exposed to the same content and be offered the same opportunities, rather than placing a cap on children’s learning. Pupils are then given tasks to enrich and stretch this learning in the form of challenges to further challenge the greater depth pupils, and those who may need extra support are supported through scaffolding such as using mathematical manipulatives or by requiring teacher/TA support. No pupils will be given different objectives unless they have an EHCP/SEND.

Each lesson begins with a revisit of previous learning in the form of a flashback 4 (something from last year, last month, last week and the last lesson). This enables pupils to exercise their working memory and to better retain facts taught previously.

A mental warm up (Get Ready Questions) is then completed that either links to work done in the last lesson, or the current lesson. The new lesson content is then introduced in the form of small steps. There are opportunities for guided practice and independent practice and concrete materials are always on hand if pupils need them. They make that choice themselves to enable them to own their own learning. Each slide takes the pupils through learning rapidly but the small steps mean that pupils are all brought along together as a whole.

The independent tasks are then explained and the pupils complete their work at the level that suits them, starting on different questions depending on ability/confidence. The tasks are designed in a way to allow everyone to access the first questions and then go as far through them as they can, completing the stretch and challenge activities if possible.

Teachers active mark through the lesson to provide immediate feedback and intervention where needed. TA’s do not always sit with a group as we aim to ensure that all pupils develop independence. So once they have introduced and supported certain pupils, they will leave them for independent practice and revisit them to monitor. TA’s will also active mark in class and provide immediate feedback to pupils and the teacher where needed.

We do not provide written feedback to pupils in books or expect this from staff and research shows that verbal feedback at the time of the misconception is more beneficial to move learning forward. Pupils are encouraged to self-mark where appropriate and are expected to correct their mistakes which is shown in green pen (see marking and feedback policy).

Times Tables:

Children are regularly assessed on their subitising (EYS), number bonds (EYS / KS1) and times tables (KS1 / KS2) knowledge. This enables teachers to plan a bespoke programme for each child. Times tables are taught as per the long term plan and Times Tables Rock Stars has been introduced to develop fluency and speed of recall. Guidance is also provided for parents, to direct them to useful apps and websites that their children can access.

Extra opportunities:

Some pupils may receive extra support to try to catch up/fill gaps from previously missed learning due to COVID or SEND.

Weekly homework is sent home with pupils which supports the learning that week and weekly times tables/mental maths tests take place every Friday morning. Regular feedback on maths is given to parents/carers during our termly events e.g. Parents Evenings, Progress Reports and Annual Reports at the end of the year.

As a school, we have a ‘Maths Wizard’ that works with children to secure multiplication facts. He is a unique addition to the school and also has his own ‘Wizard’s Nook’ where he can take children to learn in a maths rich environment.

Impact:

Children leave Evelyn CP School as happy, confident learners who have developed a love of maths and an understanding of the knowledge, skills and strategies that they need in their everyday lives.

They have high aspirations and are confident in the art of speaking and listening, able to successfully use discussion to communicate and further their learning

Our pupils talk enthusiastically about their maths and speak about how they love the subject. They celebrate their mistakes and learn from each and every one they make. They demonstrate a growth mind-set and are enthused, engaged and challenged.