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Drake Primary School and Little Pirates Child Care

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Maths

Vision Statement

At Drake, we unlock opportunity and inspire everyone. Our aim is for children to leave as confident, skilled and resilient mathematicians; who understand that mathematics is a fundamental part of everyday life and the world we live in.

 

Intent

Mathematics is important in everyday life and, with this is mind, we intend to provide a curriculum which is inclusive and caters for the needs of individuals.  It sets them up with the necessary skills and knowledge for them to become successful in their future adventures. The purpose of Mathematics at Drake Primary School and Little Pirates Child Care is to develop an ability to solve unfamiliar problems, to reason mathematically, to think logically and to work systematically. Mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when building on mathematical topics, and allows them to have clear models and images to aid their understanding. We encourage resilience, adaptability and acceptance that ‘struggle’ is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

 

Implementation

Maths at Drake is determined by the Early Years Statutory Framework for Reception, the National Curriculum Programme of Study for Keys Stages 1 and 2 and, where necessary,  the Norfolk Assessment Pathway (NAP) for some children in our SRB.

In Drake’s SRB, children’s needs are met through differentiated, learning packages which are developed to meet their individual needs.  Where Maths is a strength, children follow the learning of their peers and work on tasks matched to the standards of the National Curriculum.  Children working below National Curriculum expectations, work on the smaller steps set out in the Norfolk Assessment Pathway.  Opportunities for ‘hands-on’ experiences are offered, inline with the whole school approach to Maths, with a high emphasis on learning through concrete and pictorial representations.

In Reception, children develop the foundations of Mathematics through a mixture of planned adult-led activities and child-led activities.  Exploring patterns and developing number sense is fundamental in the early stages of Maths, giving children a secure foundation, which can be built on in Year 1. The Concrete, Pictorial and Abstract approach is used in Reception with an initial focus on the use of concrete equipment, allowing children to experience hands-on learning while making links between mathematics and everyday life.  

In Key stages 1 and 2, Maths is taught daily, focussing on key mathematical skills including place value, the four operations and fractions.  Our spiral curriculum allows these skills to be revisited throughout the year, which ensures an age and stage appropriate understanding of concepts is developed.

Within mixed ability whole class lessons, a range of reasoning prompts are used to challenge all children and give them the opportunity to explain, convince and prove their thinking and understanding.  A Concrete, Pictorial and Abstract approach is used to guide children through their understanding of mathematical processes.

Assessment forms an important part of our Maths curriculum.  Teachers use formative assessment during every lesson to determine the children’ understanding and to set next steps.   Maths meetings and immediate interventions are used to support children to ensure children are ready for their next Maths lesson with children being taught in targeted differentiated small groups.  A range of formative assessment strategies are used including:

  • Hinge questions/mini plenaries
  • Questioning
  • Quizzes
  • Prove it tasks
  • ‘Spoof’ Assessments/spot the fibs
  • Exit passes

Once a term, children complete a NFER summative assessment task with Years 2 and 6 completing old SATs papers at least twice a year.  Teachers analyse the results and plan future lessons based on the gaps of their children. 

Teacher assessments are completed every half term and teachers input the  data for their class onto our tracking software, Pupil Asset, which allows them to track the attainment and progress of their children.  Data analysis is undertaken by the maths lead to spot patterns, trends, and to check we are meeting the needs of our pupils.

Book looks, climate walks and learning walks are completed by the maths lead every half term to ensure a high standard of maths is being taught and consistency across the school in expectations.

As well as the discrete daily teaching of Maths, opportunities for cross-curricular links are woven through the Drake curriculum :

  • In Science, a variety of maths skills are further developed during  Longitudinal Studies and Scientific enquiry tasks.  Examples of the skills are: Statistics - collecting and analysing data. 

Measure – comparing length, time, temperature, volume and capacity, weight and mass.    

Place Value – understanding negative numbers on thermometer and understanding scales.

  • In Geography, position and direction is explored through map work.
  • In History, place value is a key skill needed when looking at chronological order – the ability to use a number line is developed further.
  • A number of maths skills are used during Design and Technology:

Shape, space and Measure – an understanding of angles, area and perimeter, converting measures.

In Art, shape, measure and position and direction would be developed further when looking at perspective.

  • During Music, children can further develop their understanding of fractions when looking at musical notation. An understanding of place value is needed when comparing different musical eras.
  • Forest Schools allows children to develop their problem solving and reasoning skills.  It gives the children opportunities to work collaboratively and develop their special awareness.

 

Impact

As a result of our Maths teaching at Drake you will see:

  • Engaged children who are challenged.
  • Confident children who can talk about Maths and their learning and the links between Mathematical topics.
  • Lessons that use a variety of resources to support learning.
  • Different representations of mathematical concepts.
  • Learning that is tracked and monitored to ensure all children make at least good progress from their starting points.
  • Children who have the skills necessary for their next stage of Education.

Maths at Drake

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