Our children are taught maths in class groups. Any child who has achieved year group expectations in class is then given the opportunity to work on these objectives in greater depth.
National curriculum objectives are placed in our long term planning, to ensure there is adequate coverage throughout the year. Content is determined by the National Curriculum, and by our gap analysis, based on termly summative assessments. We incorporate daily “Closing the Gap” teaching (based on formative assessments). Personalised targets can be found in the front of every child’s maths book, and these are monitored by the children and teacher. Targets are signed off when there is sufficient evidence. Evidence is gathered via observation, marking and feedback.
Our children benefit from a structured maths week, which includes three days of topic teaching, matched to national curriculum objectives, followed by one day of problem solving/ investigation and one day of applying to test style questions. However, if children have not understood sufficiently, with the majority meeting year group expectations within that week, then the learning will continue during the following week.
Maths is also timetabled for fifteen minutes every morning between 9:00 and 9:15. In these five, “Morning Maths” sessions, years three and four focus on times table recall and application. Years five and six focus on a broad range of questions to support year group objectives in all areas, this is used as a pre-teaching tool.
The overriding aims of the national curriculum: fluency/ reasoning and problem solving are addressed in all areas of maths. Specifically, an investigation focus linked to each unit taught (Thursday Think) addresses reasoning, while problem solving is specifically addressed when completing test-style questions (Friday application day)
The national curriculum states that by the end of year four, children should know their multiplication facts to 12 times 12. We encourage children to learn their tables through a times table reward scheme. This allows children to sit a test for a bronze/ silver/ gold or Forest View Award badge, once they have the relevant stickers on their class times table chart. “Times Table Rock Stars” is used across school to improve attainment and recall.
Bronze – 2,3,4,5,6,10 times tables.
Silver – 7,8,9 times tables.
Gold – 11,12, times tables, and multiplying/ dividing by 10/100/1000
FV Award – multiplying 2 by 1 digit. Multiplying and dividing whole
numbers by decimals.
Maths skills are used in other areas of the curriculum at Forest View. Applying in this way encourages learning at greater depth. For example, during science and geography topics, measure and data are incorporated when – for example – presenting results or looking at temperatures. In history, looking at timelines and dates reinforces children’s grasp of number. In P.E. we encourage children to measure, whether this is distance, time or repetitions, much of our work in D.T. incorporates measuring activities also. During theme weeks such as, “Enterprise Week” children produce maths work related to the theme. Cross-curricular maths is displayed in school, and these displays are changed half-termly.
Our aims in all of the maths we teach in school are to: improve fluency (speed and accuracy), encourage reasoning (through talking and justifying) and to solve a range of problems by applying content.
We teach by firstly using concrete objects to model ideas to children/ allow children to explore. Then we represent maths using pictures and diagrams, and finally we use mathematical symbols. This approach is reflected in our calculation policy shared with parents on our school website, which can be accessed via this link, and resources are provided in each classroom to facilitate this approach.
Differentiation can be seen in all maths sessions, and children have the opportunity to move through “Must, Should, Could,” targets daily. Children are not moved on to new content until they are secure in what they are learning. The “Should” target always reflects what children “Should” be doing based on age related expectations, while the Could target will provide opportunity to learn the same objective at greater depth. Therefore, if a child has achieved “Should” objective, they may begin the following session on “Could” target.
Interventions are provided for children during school time. Fixed interventions are carried out with specific groups of children, following a pre designed programme. Flexible interventions aim to ensure progress for any children who have not understood an element of maths being taught that day/ week. The aim is to ensure at least good progress is made. After school booster sessions are provided for year six children, to prepare them for their SATs tests in May. The “Power of Two” scheme is used in school with children who need extra support in basic number.
Our more able mathematicians take part in the annual, “Primary Maths Challenge” and termly maths challenges at the Dukeries Academy. During our annual “Puzzle Week” our more able mathematicians run the puzzle stalls for the year three and four children. However, our teaching methods allow these children to extend their maths independently, throughout the course of maths units being taught.
The methods and strategies used to teach maths are having a positive impact on learning. In the 2018 SATs tests, 78% of our children met the expected standard in the key stage 2 SATs tests, which was above the national figure of 76%.
Maths at Forest View is constantly evolving, as we face the challenges of new assessment procedures, national tests and a demanding curriculum. This year we will be implementing new systems and ways of teaching, following our collaboration with a maths mastery specialist, as part of a National College for Teaching Mathematics national initiative. We will also be preparing children for the year four optional online multiplication check, beginning in 2019.
We look forward to another successful year of maths at the academy.
Please click on and off the Drop Down Bars to view all detail on the different categories of teaching methods with regard to Reading and the Spoken Language.