Approaches to Mathematics

Intent

At Crofton Junior School, we recognise that Mathematics is essential to everyday life and that children need to be equipped with the skills necessary to become competent and inspired mathematicians during their time here. We aim to provide a high-quality maths education that fosters confidence, curiosity, and allows children to develop a deep understanding of fundamental concepts so they are able to reason mathematically and solve a range of increasingly complex problems. This will also equip them with the skills to access the next stage of their education and future life. 

It is our intention that children will:

• develop conceptual understanding and the ability to recall and apply key knowledge and facts rapidly;
• reason and make connections between different concepts;
• think mathematically and communicate concepts with mathematical accuracy;
• approach maths learning with a ‘can do’ attitude and understanding that mistakes are ok and help move learning forward;
• develop resilience that enables them to reason with increased confidence.

At Crofton Junior School, we believe that every child can succeed in maths — and we are committed to helping them achieve their very best.

Implementation

At Crofton Junior School, our curriculum is mapped out using the Oak National Academy - a scheme of work inspired by the NCETM Curriculum Prioritisation materials, ensuring a coherent sequence.

By following the Oak National Academy scheme, we ensure that every child receives high-quality, consistent teaching and learning experiences. The resources support teachers in delivering engaging lessons that are inclusive, accessible and ambitious for all pupils. Lessons are adapted by teachers to meet the needs of pupils and ensure that misconceptions are addressed in a timely manner and prior knowledge is built upon. Effective use of diagnostic assessment (formative and summative) enables gaps to be identified so that they can be effectively closed during sequences of learning. This enables pupils to make excellent progress despite their starting points. Children who are unable to access year group objectives, despite ambitious, quality first teaching and use of scaffolds, may follow a bespoke curriculum planned by their class teacher, following discussion with the SENCO and Maths leads. This would also be as a result of rigorous diagnostic assessment to identify gaps in knowledge. The Oak Academy scheme of work for a previous year group will be used, where appropriate, to close these gaps. EHCP and MSP personalised learning targets will also be used and tracked closely to ensure that mathematical skills for life are embedded to promote independence.

At the end of each academic year, teachers reflect upon national curriculum objectives and identify strengths and areas for development for the whole class. During transition meetings, this information is provided to the next teacher which supports them to plan purposeful retrieval recaps, whilst also ensuring time to revisit objectives that children are not deemed to be secure in, before beginning the expected learning for that objective/(s).

Concrete, pictorial and abstract

When introducing concepts, concrete manipulatives alongside pictorial models are used to support children’s understanding and to help them draw out essential structures. These also help the children to explain their reasoning and to apply their skills to problem solving. Carefully selected pictorial representations (including part-whole models, bar models, number lines and place value charts) are used throughout Key Stage 2 in a coherent manner to allow children to build and make sense of concepts and their essential features. As the units progress, we aim for concrete and pictorial representations to be reduced in line with children developing their mastery of key concepts enabling them to be proficient with abstract mathematical methods. The skilful withdrawal of models and scaffolding ensures children do not become dependent on them.

Maths talk and vocabulary

Rich use of mathematical talk and vocabulary are used throughout all lessons and units of work. Adults in class model this vocabulary initially and through repeated practice and choral response, children are expected to talk like a mathematician. Stem sentences provide children with the ability to articulate their understanding and support them to reason and problem solve verbally. Open ended questioning challenges children to gain a deeper understanding of concepts and questions support children to explain their understanding using partner talk. Frequent questions include: What do you notice? What’s the same? What’s different?

Mastering Number at Key Stage 2

At Crofton Junior School, we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before progressing to the teaching of more formal methods. Furthermore, children in Year 4 and 5 participate in the Mastering Number Programme (NCETM), which aims to develop knowledge of multiplicative structures and facts. A key focus of the scheme is the quick recall of times table facts to prepare children for the Multiplication Tables Check.

A whole school approach is taken to the teaching and learning of times tables and children are encouraged to practise them as part of their homework. The aim is, with regular practice, the children become fluent in the recall of multiplication and division knowledge before being able to apply this to formal methods.

                                                                                      Number Facts Progression - Year 3 and Year 4

                        Year 4 - Mastering Number S Plan                                 Year 5 - Mastering Number S Plan

​Impact:

- Children at Crofton Junior School develop confidence and fluency in Maths which equip them to move on to the next stage of their education with the knowledge, skills and attributes they need to succeed.
- Daily, formative assessment allows teachers to evaluate the learning and make appropriate amendments to subsequent lessons to meet the needs of all learners.
- Teachers regularly revisit areas of learning as needed to ensure key mathematical concepts are transferred from the working memory to the long-term memory over time.
- Summative assessment is purposefully planned in the Autumn and Summer term and more frequently for Year 6 pupils. Individual pupil data is analysed, shared with parents and school leaders and used to inform future planning and lesson sequencing. 
- The impact of the curriculum is monitored by maths leads and SLT through a combination of discussions with pupils and staff, book looks and lesson drop-ins , in order to provide a comprehensive understanding of the quality of the curriculum and provide ongoing CPD opportunities and bespoke support where necessary.