MATHEMATICS / NUMERACY
INTENT
At Maltby Redwood Academy our intent for mathematics is for our children to become fluent in the fundamentals of maths, reason mathematically and solve problems. We want our children to be enthused by their maths learning.
In order to deliver this vision, we teach through the concrete-pictorial-abstract approach so that every learner is given the opportunity to learn in their own preferred style.
Our curriculum allows children to make sense of the world around them; relating mathematical learning with everyday life.
The mapping of mathematical skills across the academy shows clear progression in line with age related expectations. Pupils are challenged and we believe in a child led approach whereby pupils can take ownership of their learning, choosing their own level of task. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content whilst those who are not sufficiently fluent with earlier material will be supported to consolidate their understanding, including through additional practice, before moving on.
Mathematical learning in our academy is enhanced by our individual class working walls designed to aid children through each topic, through our use of White Rose Maths and with our subscription to TT Rockstars which is used both in school and as home learning.
IMPLEMENTATION
Maths is taught daily in all year groups across the school. We deliver a carefully sequenced curriculum using the White Rose Maths scheme, which is aligned with the National Curriculum. Lessons are structured around small, incremental steps that build on prior learning. Teachers use a concrete-pictorial-abstract (CPA) approach to introduce concepts, allowing children to develop a secure understanding of mathematical ideas. Daily fluency practice ensures retention of key skills, while problem-solving and reasoning activities are embedded to deepen understanding. Regular assessment and intervention ensure all pupils progress and gaps are addressed swiftly.
It is encouraged that teachers spend more time on particular steps if they feel necessary and flexibility has been built into the scheme to allow this to happen. Teaching staff concentrate on high quality questioning, resources and ensuring fluency, problem solving and reasoning opportunities are built into every maths lesson. The maths overview supports a mastery approach to teaching and learning ensuring teachers stay within their year group’s objectives and support the ideal of depth before breadth.
All strands of maths are taught through a balance of adult led and child-initiated activities daily. Children engage with mathematics through exploration, investigation and problem solving in all areas of provision; using a range of concrete apparatus and simple methods of recording to make connections between both strands of mathematics.
In EYFS, maths is evident in the provision and within planning to ensure that opportunities for mathematics language are developed with the children. In nursery, a short daily input is used focused on a key concept for the week and in reception daily lessons take place as well as opportunities during provision.
IMPACT
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 make mistakes because the journey to finding an answer is most important.
Attainment in maths is measured using the statutory assessments at the end of Key Stage One and Two. The results are compared nationally and are shared with the Governors. Each term, the Principal, delivers an attainment report and is held to account about the progress of maths. In Year Four, attainment is also measured by the Times Table Check. In Years 3-5 NFER tests are completed termly and attainment is tracked using the scaled scores. Pupil progress meetings are held termly, where class teachers report on individual progress and personalised interventions needed to support and target outcomes and inform next steps
Our maths books are packed with a range of activities showing evidence of fluency, reasoning and problem solving. 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 the 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 so that children achieve well.
LINKS FOR HOME LEARNING
All children have a login in for TTRockstars and MyMaths and use them regularly in school. Competitions are regularly set on TTRockstars and homework is set each week on MyMaths.