Our approach to Mathematics promotes a deep understanding alongside a recognition of the need for fluency in everyday number skills. Maths lessons are characterised by the promotion of mathematical language, reasoning and the consistent use of the CPA model to ensure pupils have a thorough grasp of concepts being taught.
What is our approach to Maths?
Teaching follows Ark’s Mathematics Mastery curriculum. Programmes of Study are followed for each year. Learning is cumulative so that connections are made (eg teach number and place value first then use these skills to calculate and measure etc). KPI assessments are used to assess what has been retained over time. Concepts are taught through the Concrete, Pictorial, Abstract model to promote depth of understanding
The 6-part lesson structure ensures prior knowledge is revisited, concepts are broken down with a dedicated language component. New staff are inducted into the programme with co-planning support provided by the Maths Lead. Local context requirements are met through the promotion of mathematical language (Star Words, full sentence answers and Talk Tasks)
Arithmetic sessions are run three times each week in Y2 to Y6 to support the development of speed and fluency is procedural mathematics. These are based around a curriculum and six weekly testing. Times Table Rock Stars happen daily in Y2 to Y6 to support committing times tables facts to memory. Maths Meetings take place in KS1 to develop fluency and language across all areas of the Maths curriculum. Timely interventions take place based on summative outcomes and Graduated Response charts
What does our approach to Maths look like in the classroom?
Lessons follow a 6-part lesson structure including a daily independent task. Sessions are characterised by the use of the CPA model. Books demonstrate children’s progress through the Mathematics Mastery curriculum. KPI tests also demonstrate levels of understanding
Interventions take place in line with summative data and Graduated Response Charts. Streamed arithmetic sessions based on data. Conference marking ensures misconceptions are identified and responded to efficiently
How do we measure success in Maths?
Strong outcomes in external assessments in KS1 and KS2. PUMA tests demonstrate children’s attainment vs age related expectations. Arithmetic tests provide evidence of progress against age related expectations. KPI tests provide evidence of retained knowledge. Feedback from local secondary schools has complemented Atwood children on their deep levels of understanding.
The Mathematics Mastery programme follows the National Curriculum for Mathematics. The Programmes of Study show what content is taught and when.
Written and Mental calculation strategies also develop year on year. The Calculation Strategies are set out in the policies below.