The teaching of mathematics at Greystones Primary School
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CURRICULUM STATEMENT FOR MATHS
At Greystones, we are committed to ensuring that all our pupils are successful in the three core areas of the National Curriculum: fluency, reasoning and problem solving.
We believe that everyone can succeed at maths. Our curriculum aims to foster an enthusiasm for the subject and equip children with the skills they need to achieve as high a standard as possible. We aim to help them become confident in their conceptual understanding and use of maths so that they have the self-belief and determination to succeed when presented with a challenge. In order to give the subject meaning and relevance, we are dedicated to enabling children to recognise how maths relates to the wider world, so that they can use their mathematical skills and knowledge in real-life situations.
Maths is taught as a discrete lesson each day, and as a cross-curricular subject where appropriate. We follow the teaching sequence outlined by the White Rose Maths Hub scheme of learning. This ensures that a coherent, consistent approach is adopted in all year groups. These provide teachers with notes and guidance on how to enhance their teaching of the subject along with key vocabulary, questions and discussion and teaching points. The White Rose Maths Hub scheme of learning reflects the content of the Foundation Stage Early Learning Goals and the National Curriculum for Maths.
The content of the White Rose scheme meets the needs of the majority of children at Greystones. For some, it does need to be adapted to ensure that they can achieve their potential. This is achieved by teachers providing children with the opportunity to practise and over learn key facts, knowledge and methods so that they can experience success in maths lessons and develop a positive attitude towards the subject. For others, NRICH, NCETM and Test Base resources are used to provide an appropriate level of challenge and deepen their understanding of the subject. To help children practise and retain core knowledge (number bonds and times table), Kung Fu Maths activities are completed each week.
The curriculum is broken down into small manageable steps in order to ensure that each lesson has a clear focus and helps children understand concepts by following a carefully planned sequence of lessons. This avoids the cognitive overload that can occur when too many concepts are covered at once and ensures that each lesson contributes to the long-term goal. When introduced to a new concept, children have the opportunity to follow the concrete – pictorial - abstract approach. Within each lesson, children have the opportunity to acquire, practise, apply and deepen their knowledge and skills as appropriate. Pupils who understand concepts quickly are challenged by being offered rich and sophisticated problems to deepen their understanding and thinking. Concepts are revisited over time so that children can reinforce them and embed them into their long- term memory. Teachers have the flexibility to spend longer on specific skills or concepts if they feel it is necessary.
All children are included in whole class lessons and teachers provide scaffolding and relevant support as necessary. Children who don’t make expected progress are identified and intervention programmes are put in place to support these children. This includes same day intervention that enables children to access the learning planned for the following lesson. For those children who working outside of the year group curriculum, individual learning activities are provided to ensure their progress.
Cross-curricular links are made in subjects such as computing, D&T, geography and history. Through this, children become aware that their maths skills and knowledge are transferable, and are not just isolated to maths lessons. The curriculum is enriched through Maths Week England, NSPCC Number Day, Enterprise Week, STEM club, the Sheffield Hallam University Pop Maths Quiz. During maths assemblies, children learn about how mathematicians from a range of cultures and backgrounds have made significant contributions to the lives of people around the world.
Classroom environments: Classrooms are equipped with learning walls to aid in maths lessons. The content of learning walls is flexible and contains key vocabulary, concepts and knowledge. Some of this is continually revisited and will constantly need to be on display while some will relate to current learning.
Homework: Out of school, children are encouraged to learn number bonds and times tables using the Times Table Rockstars and Numbots websites. Activities relating to a specific maths concepts are sent home by class teachers to help children embed their knowledge.
Regular and ongoing formative assessment informs day-to-day teaching and learning and the necessary support to enable all pupils to make progress. Each half-term, teachers complete a summative assessment of which children are working below, at and above the expected level for their age. Teacher judgements are supported by the use of White Rose Maths Hub planning and assessment materials and guidance from NCTEM. Children who are not making expected progress receive appropriate intervention work. Children who are working below age related expectations for their year group are assessed using the Birmingham Toolkit.
In-school moderation of learning is conducted by colleagues within the same year group and across school, by the maths subject leaders and by the senior leadership team.
The pupils at Greystones achieve a high standard in maths. By the end of Foundation Stage, the majority of children achieve the Early Learning Goals and are ready to progress onto the National Curriculum. Results at the end of Key Stage 1 and Key Stage 2 are considerably higher than the national average and a significant proportion of children achieve greater depth at the end of each stage. At the end of Key Stage 2, children leave Greystones as confident, enthusiastic and resilient mathematicians who can recall and apply their mathematical knowledge quickly and accurately in a range of contexts.