Hindley Junior & Infant School
Argyle Street, Hindley. WN2 3PN Tel. 01942 255339 Email. enquiries@admin.hindley.wigan.sch.uk

Maths

Intent

Our intention is that our Maths curriculum meets the National Curriculum requirements and provides the children with a broad and rich learning experience.

Maths teaching and learning provides children with the opportunity to become number fluent and increase their problem solving and reasoning ability. Children experience learning in a variety of ways, using different resources and approaches including concrete, pictorial and abstract methods.

Our vision is to equip our pupils with key skills, knowledge and vocabulary that will enable them to be successful at all elements of the maths curriculum. This is embedded this through a challenging curriculum delivered through high quality teaching and learning opportunities.

The calculation policy was updated in March 2019 and shows progression in each calculation strategy, showing concrete, pictorial and abstract methods. Staff Training has ensured that teachers understand what is meant by mathematical fluency, reasoning and problem solving.

Maths fits within the schools aims and key characteristics, by ensuring children access the best set of key skills and knowledge through quality first teaching and learning. Progress from EYFS to Year 6 is monitored regularly by the Maths Leader.

Staff follow the White Rose Schemes of Learning, which break down the National Curriculum programmes of study into small steps. Staff also use the White Rose National Curriculum Progression guidance to ensure the children’s learning is sequential and builds on previous learning. Progression of maths skills is also detailed in the calculation policy.

Implementation

At Hindley J&I, maths is delivered in a way that enables pupils to continue to practise key skills and apply them in a variety of contexts. The Maths curriculum is mapped out by the schemes of work by White Rose Hub and assessed against using termly Rising Stars assessments.

Teachers have received training from the maths leader to create a shared vision and practice new teaching methods.

The teaching and learning of maths is delivered through:

High quality learning (5 hours per week)
The maths curriculum is mapped out by White Rose. Pupils are taught in year group classes, which are mixed ability. Teachers use a variety of resources to enable pupils to be successful including White Rose Hub, Classroom secrets, Testbase, NRich, Third Space Learning and Twinkl. High quality teaching and learning provides children with the opportunity to become number fluent and increase their problem solving and reasoning ability. In children’s learning books, you will see a variety of fluency and problem solving activities, providing children with an opportunity to apply previously taught skills in order to embed and excel in the subject.

Differentiated inputs
Teachers are aware of the different learning needs in class, and use differentiated inputs often to ensure that all children receive an appropriate level of challenge. Groups of children are taught and supported by the teacher and support staff in each lesson. 

Keep it ‘bubbling’
Within the daily maths lessons, children are given opportunities to recap prior knowledge. Working walls are used to display new content in a way that encourages children to make connections with prior learning. Previous topics are ‘kept bubbling’ through daily warm-ups or challenges later in the lesson.

Impact

The impact of our Maths offer is measured through our monitoring cycle. This includes book looks, learning walks, pupil voice and curriculum intent reviews.

Once reviewed, the matha leader meets with members of SLT to discuss and formulate an action plan for improvement, which is then shared with staff.

During units of work, teachers formatively assess the children to identifying those who are fulfilling their potential. Attainment is compared to previous end of key stage or early learning assessment to asses which children are sustaining progress, working at a greater depth or making accelerated progress. Teacher’s professional judgements are backed up by tests which the children take.

We assess and track maths progress formally using Rising Stars termly assessments. After each assessment phase, staff use our Triple A model: Assess, Analyse and Action. Teachers then use the identified Actions to influence their future teaching.

Below is an outline of the impact we are looking for in our pupils in the curriculum area of Maths:

  • Children are number fluent and are confident exploring number.
  • Children are confident in using the four operations.
  • Children are accurate with a range of arithmetic methods.
  • Children make links between fractions, decimals and percentages.
  • Children are confident to apply their learning in a range of contexts.
  • Children have the required skills to apply their knowledge in problem solving and reasoning questions.
  • Children can use perseverance skills and are determined to be successful.
  • Children know which equipment to use to support their learning.
  • Children are equally confident in abstract, pictorial and concrete learning.
  • Children have an ever increasing knowledge of maths in the real world.
  • Children can articulate and explain why maths is important.

 

 

 

 

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