We follow a detailed progression of skills in Mathematics. Click on the school logo below to see the progression of arithmetic in our school.
At Greensted Juniors our intent for mathematics is to teach a rich, balanced and progressive curriculum using Maths to reason, problem solve and develop fluent conceptual understanding in each area. Teachers and governors are kept regularly informed of developments in our frequently reviewed curriculum. Techers are supported and aided in their roles ensuring confidence in the skills and facts they are required to teach. Lessons are child focused and maths is kept fun and current in school.
Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life. Our policies, resources and schemes support our vision e.g. our calculations policy, White Rose Maths and NCETM Teaching for Mastery.
The mapping of Mathematics across school shows clear progression in line with age related expectations. Pupils are challenged and we believe in a child led approach whereby pupils can ownership of their learning, whilst those who are identified as SEND or underachieving are supported completely, revisiting learning where needed.
Mathematics in our school is enhanced by our individual class working walls designed to aide children through each topic, through our TT Rockstars in-house competitions.
Subject expertise allows the intentions of our mathematics curriculum to be executed successfully. As subject leader, I have a total of four years experience across two settings in role and have predominantly taught Set 1s in year four and for the last year a splinter Set 1 in year six. This has allowed me to gain an excellent knowledge of the curriculum. CPD is key in maths and all staff are being actively encouraged to raise any issues they have within mathematics in order to ensure everyone is confident in what they teach. I personally have acquired the qualification of ‘Primary Maths Specialist Teacher’ MA and had opportunities to observe Shanghai teachers as part of a TRG through our local Maths Hub. Good practice is always shared between staff and all CPD is used to inform teaching and learning.[one_half][/one_half][one_half_last][/one_half_last]
I have led staff meetings for professional development, the most recent being in September 2019. This encompassed analysis of our 2019 SATs results and how a whole school approach is to be implemented to impact on these, as well as discussion around the new times table test. All classes have had distributed resources which they can implement into their teaching using models and images. Children are developing familiarisation with these and able to access them independently where needed also supporting learning in different contexts.
Staff are able to refer to White Rose Maths and NCETM Teaching for Mastery materials to assist in their short term planning allowing children to be exposed to a variety of different types of learning and problems. Teachers also implement the schools agreed calculations policy for progression and within arithmetic. Our year group termly assessments aid teachers to gather information of their pupil’s existing understanding of topics and analyse any gaps in their learning. Formative assessment is vital at Greensted where we focus on challenge questions, analysis of learning, mini plenaries and discussion with peers. There is coherent progression seen in planning within each unit.
Mathematical vocabulary is an area in which we are developing by having an explicit area on the maths working wall to display language as we come across it along with its definition and discussed with children who are encouraged to use it independently. Children are given opportunity to reason and solve problems regularly; learning is varied and allows for deep and secure understanding . Parents are informed of and encouraged to be involved in school mathematics implementation through TT Rockstars, parents evenings, termly snapshots and yearly reports.
Teachers develop fluency through practicing key skills, repeating, reinforcing and revising which is all built in to formal planning across school. Children are given time to practice and perfect their calculation strategies including giving pupils opportunity to make appropriate decisions when estimating , calculating and evaluating the effectiveness of their chosen methods. Feedback including our whole school’ next steps’ marking is designed to ensure pupils are well informed and making visible progress.
Task types are varied to suit different pupils and their learning preferences whist reasoning in writing continues to be a focus. Investigative tasks are designed to allow pupils to follow lines of enquiry and develop their own ideas, justifying and proving their answers. Children work both collaboratively and independently solving problems, which requires them to persevere and develop resilience.[one_half][/one_half][one_half_last][/one_half_last]
The impact of our mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts. We have fostered an environment where Maths is fun and it is OK to be ‘wrong’ because the journey to finding an answer is most important. Our children have a growth mindset and they make measurable progress against their own targets.
Our maths books are packed with a range of activities showing evidence of fluency, reasoning, problem solving and ‘Dive Deeper’ tasks. Our feedback and interventions are supporting children to strive to be the best mathematicians they can be ensuring a greater proportion of children are on track.
Children ‘have a go’ and choose the equipment they need to help them to learn along with strategies they think are best suited to each problem. Children are developing skills in being articulate and are able to verbally, pictorially and in written form reason well.
Our school standards are high, we moderate our books both internally and externally with our MAT and children are achieving well.