Manor Fields Primary School
Welcome to
Manor Fields Primary School
Mathematics
We want to encourage children to use numbers confidently in their everyday lives and to use Maths in problem-solving activities, logical reasoning and to help them to think in abstract ways. Calculation, problem-solving, measurements and data handling form the basis of the Maths curriculum, detailed in the school calculation policy and a Scheme of Work.
Maths Curriculum Statement
This statement is underpinned by the UN Convention on the Rights of the Child. We are utterly committed to the fact that children have a right to:
- a life that meets their physical, social and mental needs (Article 27)
- an education (Article 28)
- develop their abilities and talents (Article 29)
Curriculum Intent
Maths lessons at Manor Fields are the foundation upon which children build their understanding of maths in the world. As a result of a rigorous maths mastery approach, all children will become immersed in and inspired by maths and confident mathematicians. Underpinning all lessons will be a rigorous focus on ensuring children become fluent in the fundamentals of mathematics; to reason mathematically and to solve problems whilst ensuring sound progression of knowledge and sequenced understanding of key concepts. As teachers, we aspire to ensure that the skills taught are transferable throughout their time at Manor Field and also further into their education.
Our core aims are for children:
- To be confident, curious mathematicians who can ask, answer, analyse and draw contrasts about key concepts and questions
- To have appropriate vocabulary that allows them to talk confidently and coherently about maths and explain their understanding clearly
- To develop a deep and sustainable understanding of mathematical concepts
- To be fluent in the fundamentals of mathematics
- To reason mathematically and solve problems
At Manor Fields Primary School, we are committed to providing a high-quality maths education for all of our children so that they can achieve the best outcome that they possibly can as mathematicians. We strive to equip them with the knowledge and mathematical skills that they need to succeed beyond the school gates in the wider world.
Curriculum design and implementation
The Mastery-learning model forms the basis of our curriculum design. This approach means that greater time is spent going into depth as opposed to racing through content at the expense of deep understanding. At Manor Fields Primary School, it is our duty to ensure that children have an absolutely solid, concrete understanding of subject knowledge and skills as well as being emotionally resilient for secondary school. It is about deep and sustainable learning for all children.
Teaching for mastery is underpinned by 5 key principles:
- Cohesion: Sufficient time is spent on well planned sequences to ensure that key concepts are developed and deeply embedded before moving on.
- Representation and structure: Mathematical concepts are explored and understood through strong models and images such as Base 10, numicon, place value counters, Cuisenaire rods, rekenreks
- Fluency: Factual knowledge (e.g. number bonds and times tables), procedural knowledge (e.g. formal written methods) and conceptual knowledge (e.g. of place value) are taught in a fully integrated way and are all seen as important elements in the learning of mathematics. Children are able to efficiently select the best method from a variety that they have developed to solve problem.
- Variation: Conceptual variation and procedural variation are used to present the mathematics in ways that promote deep, sustainable learning.
- Deep mathematical thinking: The reasoning behind mathematical processes is emphasised. Teacher/pupil interaction explores in detail how answers were obtained, links to previous learning and what might be the most efficient method/strategy.
Knowledge Acquisition and Lesson Design:
In order to develop well rounded and successful mathematicians we take guidance from the National Curriculum and the NCETM resources whilst understanding the need to personalise the curriculum for our children. We expose our children to planned and differentiated lessons which are taught with a clear maths objective. Thanks to carefully planned progression documents, we can ensure that during our dedicated lessons, we can ensure continuity and progression across the key stages.
Long term planning is provided by the Maths Leader. Units of learning allow time for deep learning to take place.
Medium term planning takes the form of small steps, drawing on the NCETM spines, White Rose Hub and the progression document to ensure that the key learning for each year group has been taught. Suggested stem sentences are provided for each unit.
Weekly planning is constructed by teachers with a focus on the 5 principles of mastery.
Starter: Lessons begin with arithmetic practise, recapping prior knowledge and discussing specific vocabulary. When appropriate, this will support a small step in the learning which will follow in the main teaching. Following this will be the introduction of the key learning for the lesson.
Main body of lesson: Each lesson will support the development of deep understanding of a concept through small steps within a carefully-planned sequence of learning. Each lesson will include elements of teaching for mastery.
The teacher led element of the session will run for 25-35 minutes. Whenever possible children are taught as a whole class with the learning needs of individual pupils addressed through careful scaffolding, skilful questioning and appropriate rapid intervention, in order to provide the necessary support and challenge. Teacher-led discussion is interspersed with short tasks involving pupil to pupil discussion and completion of short activities. It will involve deep mathematical thinking, discussions, practice.
The remaining part of the session will be used for practice, application and intervention. Children will have opportunities to practise the learning through activities which are differentiated as necessary. Children may require further support and scaffolding or may be challenged through extension activities and high-level reasoning.
Reflection time gives all children the opportunity to demonstrate their understanding and reflect on the learning process. The delivered content can also be carefully tracked through formative assessment so that future learning can be precisely tailored to individuals and cohorts. Gaps in understanding are addressed with interventions, such as PIXL, which are short, focused well-structured sessions. 10 week interventions are also available for children who are at risk of falling behind and need catch-up sessions from a specialist maths teacher over a period of time.
EYFS and KS1 children have an extra 10 min maths session each day to support the mastery of number skills. The aim is to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number.
Curriculum Impact
To measure the impact of this approach, we ensure that emphasis is placed on thinking and questioning which helps pupils gain a coherent knowledge and understanding of maths. In maths, impact can be assessed through:
- Children’s ability to make connections with previous learning
- Children’s explanations of how they arrived at answers
- Conferencing
- Fluency of recall of facts and use of different strategies
- Children’s confidence and skills when tackling maths problems
- Formal assessment
Maths in the Early Years
In our Early Years Classroom, the children follow the EYFS curriculum:
Number
Children at the expected level of development will
- have a deep understanding of number to 10, including the composition of each number;
- subitise (recognise quantities without counting) up to 5
- automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Numerical Patterns
Children at the expected level of development will
- 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.
We plan carefully to ensure the children have concrete and pictorial experiences of number and the high level of hands on learning helps to develop a depth of understanding and a love of maths.
Our intent is for children in Reception to become experts in the numbers 1-10. One of the many ways in which we support children with this is by using NumberBlocks (Snappy animation and loveable characters combine with engaging storylines to introduce concepts of number to support early mathematical understanding). We want our children to be confident with counting but it is also key for later mathematical development that they are beginning to add and subtract as well as show a deep, conceptual understanding of place value.
Mastering Number Project
We are now in our second year of participating in the Mastering Number Project which aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
Developing fluency with times tables facts
We follow a times tables scheme to support children in being able to quickly recall all times tables up to 12 x 12
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