Maths is essential to everyday life, critical to science, technology and engineering, and necessary for employment.

INTENT:

The National Curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

At Arno Vale, we follow the programmes of study for mathematics, which set out the statutory content to be taught in each year group.

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

IMPLEMENTATION:

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material are given opportunities to consolidate their understanding, including through additional practice, before moving on. This is done via regular slots in the timetable for children to practice previously learned content.

At Arno Vale, children will have a daily 45-minute maths lesson. In years 3 and 4, children study maths in their regular class. In years 5 and 6, children are taught in three smaller maths groups.

It is crucial that mathematical concepts are revisited on a regular basis, so one lesson per week is dedicated to this. These sessions don't include new learning.  They provide a really good opportunity to deepen learning. 

• NO NEW LEARNING. 
• Time to review/practice key objectives from last week / last half term / last term.
• Give time for independent practice.
• Address misconceptions before moving on.
• Use this as a key assessment opportunity.  Keep informal notes of strengths and areas to develop.
• Prioritise mathematical fluency and arithmetic.

The other lessons are used to deliver new content and focus on children applying mathematical fluency and developing their reasoning and problem-solving skills.

For each sequence of learning, teachers will consider the following when planning:

Prior to a sequence of learning

• What do the children already know?  What prior learning has taken place?  What can the children remember (with some prompts)?  Are there any gaps or misconceptions?

During a sequence of learning

• What do they need to know now (specific objectives)?  How can the objectives be taught?  What representations and resources can be used to support?  What is the best way to sequence the learning?  Introduce new material in small steps.  Do not rush and build in time for regular review.

After a sequence of learning

• Ensure key concepts are revisited regularly.

Possible activities could include:

• Spot the mistake / Which is correct?
• True or false?
• What comes next?
• Do, then explain
• Make up an example / Write more statements / Create a question
• Possible answers / Other possibilities
• What do you notice?
• Continue the pattern
• Missing numbers / Missing symbols / Missing information/ Connected calculations
• Working backwards / Use the inverse / Undoing / Unpicking
• Hard and easy questions
• What else do you know? / Use a fact
• Fact families

In year 6, there is a teacher led intervention (30 minutes a day) to support children that are not on track to meet the end of year expected standard.

This time is often used for:

• Reinforcing previous learning
• Overlearning
• Boosting confidence with number
• Securing the basics and non-negotiables
• Identifying and addressing gaps in learning
• Pre-teaching
• Test technique

When planning, teachers use a range of resources and documentation including White Rose Hub, Testbase, NRICH and NCETM. DfE guidance documents are also used to support planning and the NCETM teacher guides are used as a source of CPD.

Times Tables Rock Stars is used to support children with their knowledge and recall of multiplication and division facts. For consistency, there is a calculation policy which outlines the progression in written calculation methods as children move through the curriculum.

IMPACT:

By the time children leave Arno Vale at the end of the key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the maths programme of study.

Teachers use ongoing formative assessment to identify gaps and misconceptions in order to inform their planning. Summative assessment is also used at points throughout the year. Teachers then use their professional judgements to make overall judgements taking account of all available evidence. Teachers have termly meetings with the SLT to discuss pupil progress and identify which children may need further support in maths.

Children in year 6 sit three maths SATs tests and the results are analysed and compared to national data. Trends are also analysed and action plans formulated to address any areas for development.

The maths subject leader conducts regular monitoring to ensure consistent high standards across school.