Assessment is an integral part of the learning process. Pupils receive effective feedback through teacher assessment, both orally and through written feedback, and AFL is integral to the sequence and design of each lesson.

The planned sequence of learning ensures all pupils know how to be successful in their independent work. Guided practice provides further preparation for pupils to be able to apply the skills, knowledge and strategies taught during the introduction to the lesson. Common misconceptions are addressed within the teaching sequence and key understanding within each step is reviewed and checked by the teacher and the pupil before progressing to further depth.

Work is marked in line with the whole school policy and it is our intention to ensure that pupils receive immediate feedback.

To assess the progress made by each individual child, the learners access the Key Instant Recall Facts (KIRF’s) and times tables, the progression, based coverage has been split over the 6 half terms in each year from Y1- Y6.  Teachers will assess their learners understanding through the KIRF’s, which are monitored in Key Stage Team meetings as well as through book scrutiny. There is an expectation that there will be clear evidence of KIRF’s taking place in books a minimum of 4 times per week. The focus KIRF is to be identified and recorded on the Success Criteria above the Learning Objective for the lesson. Throughout each lesson, observations and careful questioning enable teachers to adjust lessons and brief other adults in the class if necessary. The lesson structure of Maths is to support this process and reflect the task at the end of each lesson, allowing misconceptions to be addressed.

Teachers administer the relevant NFER termly assessment paper. The results of these papers are used to identify pupil’s ongoing target areas, which are communicated to the learner, as well as to parents and carers at Parents Evening. They are also used alongside the end of unit assessments and outcomes of work, to inform the whole school tracking of attainment and progress for each child during pupil progress meetings. Assessment data in maths is reviewed throughout the year to inform bespoke interventions and to ensure that provision remains informed to enable optimum progress and achievement. End of year data is used to measure the extent to which attainment gaps for individuals and identified groups of learners are being closed. This data is used to identify whole school and subject development priorities for the next school year. All data is entered into O Track using the agreed whole school system so the Maths Lead can track whole school data and address dips in performance.

 

Planning and Resources

The use of Mathematics resources is integral to the concrete – pictorial – abstract approach and is planned into teaching and learning. The school has a wide variety of good quality equipment and resources, to support our teaching and learning.

Demonstrating or modelling an idea, an operation or method of calculation, may include:

number lines/ place value cards/ dienes/ place value counters and grids/ money or coins/ measuring equipment for capacity, mass and length/ 5 bead strings/ the interactive whiteboards and related software/ 3D shapes and/or nets/ Numicon and related resources and software/ multilink cubes/ clocks/ protractors/ calculators/ dice/ number and fractions’ fans/ individual whiteboards/ pens/ 2D shapes and pattern blocks

By using any of the above or other resources as required standard resources, such as number lines, multi-link cubes, dienes, hundred squares and counters are located within individual classrooms, it is possible to support learners more effectively. Resources within individual class bases are accessible to all learners. Teachers are encouraged to use additional school space as an outdoor classroom when possible, for example, when teaching length, area or perimeter.

 

The Early Years of Learning in Mathematics

Children in Nursery have a short daily Maths teaching session, during which time they begin to develop their understanding of simple mathematical concepts such as counting to 20, maintaining 1 to 1 correspondence, simple addition and subtraction facts, to recognise and describe simple 2d and 3D shapes. Children are taught these concepts using physical resources, pictorial resources, songs, games and role-play. There is no focus activity linked to these sessions.

In Reception, children have a three part lesson from Autumn 1. This consists of:

1. Whole class oral and mental starter – 5 minutes
2. Whole class main teaching – 10 minutes
3. Focus activity either adult led or independent.

Throughout the week children will work with an adult, either a teacher or a supporting adult, on a differentiated task. This activity is completed in approximately 10- 15 minutes. This structure to the lesson enables teachers to secure a good balance between whole class work, group teaching and individual practice. It also enables teachers to establish regular routines thereby maximising teaching time. It supports assessment on a daily basis, as well as individual feedback to children, ensuring that children receive immediate intervention as required during the supported focus activity. In both Nursery and Reception, the independent activities at the Maths table link to the focus for the week. For example, if the focus for the week is addition, then activities on the Maths will often link to this. In addition to these planned independent activities, children also have the opportunity to self-select Maths resources to consolidate their learning during Child Initiated activities. To develop early number within Reception, we have adopted a one number a week approach to fully embed the essential number sense knowledge the children need as part of their early maths. We recognise the importance of play-based learning and therefore encourage children to develop their understanding during their play. Such opportunities are provided in both the inside and outside environment. Regular observations and assessments help to ensure that children that need additional intervention to consolidate their mathematical understanding are identified and supported by appropriate interventions.

 

Progression in Key Stage 1 and 2

A typical Maths lesson lasts approximately 1 hour and is usually taught during the morning. Learners begin with a short starter activity, which supports fluency and recall of number facts/times tables. The area of focus is lifted directly from the half termly Key Instant Recall Facts (KIRF) overviews.

Through Years 1 to 6 we use a coherent programme of high-quality materials and exercises, which are structured with careful thought to build deep conceptual knowledge alongside developing procedural fluency.

In Key Stages 1 and 2 mathematics teaching will follow the National Curriculum guidance. Pupils, as in all areas of learning, need to have the opportunity for exploration and investigation when experiencing new concepts, knowledge and skills. At all stages, pupils require opportunities to carry out investigational activities, practise and consolidate skills and knowledge and observe, use and apply mathematics in real situations. At Allscott Meads Primary School, we currently have mixed aged classes due to our varied cohorts of 10- Y2-6/ 10- Y1/ 21- R. Where possible, we ensure that classes are supported by a TA to provide additional support. Within each phase, the single age range classes follow the mixed age group cycle to ensure continuity across topics and to ensure that pitch is correctly in parallel year groups. Our use of White Rose overviews supports progression through the objectives over the course of the year.

 

Mental Arithmetic

The importance of developing pupil fluency is a very important part of mathematical learning. Over the course of each lesson, opportunities for oral/mental activities enable learners to identify mathematical patterns, learn rules and facts and to practise their recall to develop their speedy mental calculating strategies. The first 10 minutes of every lesson is spent exploring Key Instant Recall Facts (KIRFS) or developing times table fluency. (See KIRFs overviews).

Weekly mental arithmetic lessons take place ensuring that learners are using the most efficient strategies. Activities can vary from the pupil answering questions independently to the teaching modelling the efficient method, in which the learner will then apply in a different situation. Teacher use the mental arithmetic policy to ensure that their pupil have met the expectations by the end of the year.

 

Standard Written Methods

Planning follows the academy’s calculation policy, which makes explicit the stages taught when using a written method for each operation (see Calculation Policy). Learners are encouraged to develop their own mathematical thinking by using their own written calculations moving towards standard written methods as they progress through the school. Standard written methods are reliable and efficient procedures for calculating which, once mastered, can be used in many different contexts. We recognise, however, that they are no use to someone who applies them inaccurately and who cannot judge whether the answer is reasonable. The progression towards written methods is crucial, since they are based on steps which are done mentally, and which need to be secured first.

 

Mathematical Language

It is essential that pupils develop appropriate mathematical language from the outset, and this forms an important part of the planning. Opportunities are planned for pupils to use mathematical language frequently and develop their talk for maths skills. Throughout the academy, pupils are provided with opportunities to develop and use their mathematical language, including the use and application of mathematical signs. Each mathematical theme has its own specific language, which is shared with pupils and forms part of our mathematics working walls.

 

Teaching Strategies and Pupil Groupings

As in other areas of learning, it is important to incorporate a range of teaching strategies within mathematics to accommodate the differing learning needs of the pupils and the demands of the mathematics curriculum. Groupings will be flexible according to themes and pupil response. TA’s working within the classroom will support a range of groups as directed by the class teacher. It is essential to identify appropriate groupings for specific tasks at the short-term planning stage although this does need to be flexible and take into account ongoing AFL. At all stages of the lesson, pupils need opportunities to make decisions, communicate their findings and develop reasoning and problem-solving skills. All learners continue to access to high quality teaching and learning and they are given opportunity for regular reasoning and problem-solving activities.

 

Marking

The teaching and learning of Mathematics involves a whole school approach to ensure clear and effective progression.  Green biro or ballpoint pen indicate correct answers with a tick, incorrect answers are dotted and then a tick completed once the child revisits and self corrects.

 

Intervention and Educational Needs

The daily mathematics lesson provides all pupils with learning opportunities by setting suitable challenges and recognising learners differing needs. Learners that are more able are extended through group work and additional challenge, which promote depth of learning. For Special Educational Needs and Disability (SEND) pupils, targets identified on Individual Provision Map’s (IPM) are considered at the planning stage. These are addressed through additional interventions, pre teaching and additional support to address gaps where needed.

 

Equal Opportunities

Allscott Meads is committed to ensuring the active participation and progress of all pupils in their learning. All learners are provided with equitable opportunities to achieve their highest standard, regardless of current attainment and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation or the progress of which they are capable.