Mathematics

”Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.”

David Hilbert – influential German mathematician.

Intent
At Coalbrookdale & Ironbridge CE Primary School, we have adopted a ‘Mastery’ approach to teaching maths across the school. This embodies the aims of the National Curriculum (DfE, 2013), where children are required to:

• become fluent in the fundamentals of mathematics
• reason mathematically
• can solve problems by applying their mathematics to a variety of routine and non-routine problems

Our mathematics curriculum is based on the belief that:

• all children take an active part in maths lessons
• all children will enjoy learning and exploring mathematics and feel confident being stretched in their mathematical thinking promoting a love of maths
• all children will develop a deep understanding of the mathematical curriculum
• all children attain or exceed age related expectations so they prepared for their next phase of learning

Implementation
Our maths subject lead is a ‘Mastery Specialist’ teacher who has worked as part of a wider team with the Salop, Herefordshire and Wolverhampton Maths Hub (SHaW). As a result, we have been able to draw on theoretical knowledge and research-based evidence as we develop how maths is taught within our school. The mastery approach to teaching mathematics focuses on the belief that all pupils can understand and do maths, given enough time. With good teaching, appropriate resources, and a ‘can do’ attitude, all children can enjoy and achieve in maths.

Lessons are designed to build on prior knowledge using small steps teaching. Longer time is spent on key topics to ensure the children have a deep understanding of the concepts being taught. White Rose materials are used to inform planning and delivery of maths lessons. The whole class learn together, with children being offered support at appropriate times to ensure all children are building their knowledge and understanding with their peers. Each class has a ‘mathematics working wall’ where children can view daily learning, mathematical vocabulary and where efficient methods, misconceptions or mistakes can be discussed and used as a teaching and learning point.

Lessons start with a factual fluency session where children are encouraged to recall prior knowledge and practise their factual fluency. New learning is then introduced in small steps, with opportunities for guided and independent learning. Physical resources (manipulatives) and images are used throughout the lessons to develop a depth of understanding. The aim is to ensure that all pupils master concepts before moving onto the next part of the curriculum sequence. Mathematical reasoning is modelled by teachers and pupils are expected to explain their thinking using the correct vocabulary, thereby demonstrating their understanding. Children can practise their learning on Mathletics at home.

Fluency
Research shows the most confident children in mathematics lessons are those who can quickly recall key number facts. This allows children to ‘free up’ their working memory to apply their knowledge and solve more complex mathematical problems. Therefore, at Coalbrookdale, we place high emphasis on children learning key number facts.

To develop your child’s fluency and mental maths skills, we provide children with KIRFs (Key Instant Recall Facts) throughout school. KIRFs are a way of helping children to learn by heart, key facts and information which they need to have instant recall of. KIRFs are designed to support the development of mental maths skills that underpin much of the maths work in our school.

EYFS and Key Stage 1, use the ‘Mastering Number’ programme has been introduced as a systematic and structured approach to teaching early addition and subtraction skills and facts. The programme includes stages such as adding 1, adding 0, making and breaking numbers to 10, addition and subtraction of numbers below 20 and then applying this to larger 2-digit numbers. Sessions follow a structure of some explicit teaching using an animation and carefully designed practice questions for the children. To support this, you can use ‘Numbots’ is used in school and at home to help your child become faster and more efficient at their basic number skills.

In Key Stage 2, the emphasis moves onto times tables facts. By the end of year 4, children should be proficient in all their times tables up to 12×12. In the summer term, the children in year 4 sit the ‘Multiplication Tables Check’ (MTC) to test their knowledge of times tables. To support the learning and continued practise of times-tables, we use various resources including ‘Times Table Rockstars’ (TTRS). This online platform is designed to engage in a range of games to improve speed and accuracy with times-tables. Children can also access TTRS at home.

All children are expected to practise their KIRFs in their weekly homework.

Alongside instant recall of these key facts we ensure pupils use the most accurate and efficient methods that are age appropriate. We give sufficient time to practise these methods of calculations and they are revisited during the start of the lessons. Children revisit these procedures in the mental and oral starts which are designed by teachers to revisit procedures they know need further rehearsal.

Reasoning and Problem Solving
The Mastery approach of teaching mathematics constantly encourages children to explain their thinking and make connections. Children are encouraged to use mathematical vocabulary throughout school, starting right at the beginning of school in EYFS. Reasoning is therefore evident in all our mathematics lessons.

All children are given the opportunity to problem solve and reason mathematically both in daily lessons and in specific Problem Solving lessons. Problems are presented to children once they have become confident with the mathematical concepts and facts needed to solve the problem. This allows children to delve deeper into the mathematics they have been learning in class. They apply their knowledge to solve a variety of mathematical problems.

Impact
We measure the impact of our curriculum through the following methods:

• Marking of written work
• Observations of children working/practical activities
• Discussion/questioning/explanations of ideas and concepts
• Assessments (pre and post assessments, ongoing AFL through lessons, written assessments each term – including the analysis of tests, SATS)
• Analysis of data – looking at progress over the term/year/phase/school
• Moderation of work (e.g. through team meetings)
• Book looks – completed with staff
• Learning walks and observations of lessons
• Pupil voice interviews/discussion
• Annual reporting of standards across the curriculum to parents.

The maths subject leader, alongside members of SLT, will continually monitor the impact that maths teaching is having on children’s learning, through learning walks, lesson observations or drop-ins and work scrutinies, to ensure that knowledge and skills are progressively taught across school. They will also ensure the knowledge taught is retained by the children and continually revisited so that learners are able to apply the skills they have been taught to a variety of different contexts, showing independence with their learning. Impact will also be measured through key questioning skills built into lessons, learning objectives and success criteria and summative assessments aimed at targeting next steps in learning.

Websites we use
Numbots

Times Tables Rockstars

Maths Curriculum 2023-24

Long Term Overview 2023-34

Reception

Class 1

Class 2

Class 3

Class 4

Class 5

Class 6

Explore Further

Mathematics

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