Mayfield Church of England Primary School

Our Curriuclum Implementation

At Mayfield C E Primary we teach the National Curriculum through a Maths Mastery approach, drawing upon materials from two leading resources (White Rose Maths and the NCETM Primary Spines). Mathematics lessons are taught daily for 50-60 minutes and follow the blocks of learning set out in the White Rose scheme, allowing for depth and breadth of learning within each strand of mathematics. In addition to the core lesson, we allocate 10 minutes per day to teach fluency in mental calculation.

Central to our approach are the 5 Big Ideas which underpin mastery in mathematics.

Elements of our Mastery Approach

• Coherence: Our lessons are broken down into small connected steps that gradually unfold the concept, providing access for all pupils and leading to a generalisation of the concept and the ability to apply this to a range of contexts.

• Representation and structure: Children engage with a wide and varied range of concrete manipulatives, pictorial representations and abstract methodologies within each session. Cohesive use of CPA is a fundamental part of mastery in mathematics for all learners, not just those pupils with SEND. Concrete and pictorial references scaffold and strengthen understanding and are widely used as a teaching and learning tool from Foundation Stage to Year 6 to support pupils with making connections.

• Mathematical Thinking: Sessions include explicit reference to key mathematical vocabulary and the use of stem sentences to support and encourage all children to communicate their ideas with mathematical precision and clarity. We expect and encourage children to use mathematical language to describe, discuss, examine, explain, justify and synthesize.
• Variation: Every learning session includes the opportunity to develop fluency skills, construct chains of reasoning using relevant knowledge alongside relevant terminology and solve increasingly complex problems in a systematic and coherent way.
• Fluency: We are committed to ensuring that pupils develop quick and efficient recall of facts and procedures and have the flexibility to move between different contexts and representations of mathematics. We aim for pupils to secure their knowledge of Number facts to 20 by the end of Year 2 and all Times Tables and Related Divisional Facts by the end of Year 4. In Key Stage 2, to develop fluent recall, our pupils engage in regular practice of their times tables through Times Tables Rock Stars. As a school we have adopted a fluency focus for all Mathematics homework in order for children to have frequent opportunities to learn and use key number facts.

EYFS At Mayfield C E Primary

We understand the importance of early experiences of maths, and place a significant emphasis on developing a strong grounding in number – understanding that this is a necessary building block for children to excel in the subject. Our EYFS practitioners draw upon the Numberblocks resources provided by the NCETM to provide creative and engaging opportunities for children to ignite their curiosity and enthusiasm for the subject. Activities and experiences are frequent and varied, and allow children to build on and apply understanding of Numbers to 10. Concrete manipulatives are a key focus within sessions, as is the use of pictorial representations including Tens Frames and Part/Whole Models. Children are actively encouraged to use mathematical terminology within their understanding, with a focus on developing positive attitudes and interest in the subject.  In EYFS, practitioners carry out ongoing formative assessment and make judgements against the Early Learning Goals with reference to ‘Development Matters’ to inform children’s next steps.

Assessment

Teachers assess pupil attainment in Term 2, 4 and 6 on Insight Tracker. These judgements are subject to regular moderation and are discussed in Pupil Progress Meetings to highlight next steps.  Pupils will also carry out the compulsory Multiplications Tables check in Year 4 and Standard Assessment Tests (SATs) in Year 2 and Year 6. In addition to formal assessments, teachers will undertake regular formative assessments during each term to monitor progress and identify if support is needed at the earliest opportunity.

Inclusion

Mayfield C E Primary have high ambitions for every pupil, whatever their background or circumstances. Where possible, using the mastery approach, all children will work on activities pitched towards their year group. However, teachers regularly monitor and assess pupils to identify if there are any children who require further challenge or support. Pupils that need further challenge will be encouraged to work more deeply within the learning objective, working on rich and complex problem solving tasks. Those who need further support will be quickly identified and provided with intervention, offering provision to secure any gaps in understanding.

Our Curriuclum Impact

The implementation of this curriculum ensures that when children leave Mayfield C E Primary School, they have the knowledge and skills in Mathematics that they need to transition successfully to the next stage of their education, understand how maths is relevant to everyday life and have the foundations to make a positive contribution to society.  Our pupils will be confident in their own abilities and proud of their achievements. When faced with mathematical problems and challenges, they will have the resilience and perseverance needed to find a solution in a systematic manner. Through their rich and varied learning experiences, our children will be fluent in the fundamentals of mathematics, will be able to recall and apply knowledge rapidly and will be able to confidently articulate their ideas and understanding using mathematical language.

We will regularly review, reflect upon and evaluate our Mathematics curriculum to ensure that it meets the needs of all the children in our school.