Implementation

Planning:

The curriculum is delivered through the implementation of “The 2014 National Curriculum” in discrete lessons. The core content is primarily delivered through the White Rose programme of study, which is supplemented and enhanced using high quality materials such as NRich, NCETM, Number Sense Maths, Classroom secrets, NCTEM.

Lessons:

During a normal week, Maths is taught between 4 and 5 sessions per week, which last 60 minutes.
In addition to this additional arithmetic session are taught using Number Sense Maths, which aims to build a deep understanding of number and number relationships and develop fluency in addition, subtraction, multiplication and division facts and concepts.

Lessons follow the “I do, We do, You do” model and a variety of representations and manipulatives are used to expose the mathematical structure being taught. Teachers also implement the schools agreed calculation policies for progression in written and mental calculations. Pre and post unit assessments are used where appropriate along with termly assessments which help teachers to gather an understanding of their pupil’s existing and developing knowledge and skills. Correct mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are encouraged to use it independently when talking about maths. Vocabulary is displayed clearly on working walls and is referred to in lessons. Stem sentences are also provided and modelled for children to use. “Marvellous mistakes” and misconceptions are also shared and explained to children when appropriate.

In most weeks one lesson is set aside for “spaced practice” where children revisit learning from the previous week, previous term and the previous year.

Assessment for Learning, Marking and Feedback:

Pre assessments are used to identify main small steps for the unit of work that this particular cohort need to learn. They are also used to identify the initial focus groups that the teacher and TA (if available) will support as well as the focus. Tasks are then adapted to meet the needs of the children. A “hinge” question is a feature of all Maths lessons and gives teachers a valuable insight as to who may need additional support during a lesson. Feedback is given in a variety of ways to ensure pupils are well informed and making visible progress. Discussion is essential to learning and children are encouraged to discuss their thoughts and methods with a partner, group or the teacher. Sometimes whole class feedback is appropriate and this will be given at the start of the next Maths lesson. An additional challenge is provided for those children with a good understanding of a concept to allow them to go deeper. Post unit assessments are used to identify progress made by children on the concepts being taught as well as to identify any further gaps that may need further intervention to address.

Children are assessed daily against the WALT and books are marked according to the schools agreed marking policy. The class AFL grid is filled in by adults working for the children and comments are made against children individuals where necessary and feedback is given directly to the child.

Any child a teacher is concerned about who might not be meeting the expectations for the year group will be discussed during the pupil progress meetings with the SEND and Assessment coordinators. 

SEND:

Timetabled interventions such as Number Box, Plus 1, Maths 4 Life and Power of 2 are in place for children with SEND; all other children receive regular group support as part of their maths lessons with further support for individuals or small groups where a need is identified.

Monitoring and Evaluation:

Monitoring of the standards of children’s work and quality of teaching in Mathematics is the responsibility of the SLT, supported by the subject leaders and governors.

The subject leader will: monitor the data and pupil progress, monitor pupil’s books, talk to pupils, observe classroom practice, attend regular network meetings and provide quality CPD for staff.

The Maths governor will: monitor the implementation of the Maths policy and will receive regular reports on the Maths curriculum from the subject leader.