Mathematics at Methley Primary School

Motivation + perseverance = success

At Methley Primary School, we teach our children a rich and progressive curriculum. To motivate our children we ensure maths is fun and exciting! We know that by developing a child's ability to calculate, to reason and to solve problems mathematically this will teach children how to make sense of the world around them. In our school, we want to help children to understand and appreciate the pattern in both number and space in their everyday lives, in and out of school. We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world. We want children to learn to respect and appreciate the contribution made by many people in the development of mathematics in our ever growing society.

National Curriculum

The teaching of mathematics follows the National Curriculum and reflects changes introduced in 2014 for Key Stages 1 and 2 and the Curriculum for EYFS.

The National Curriculum for primary mathematics has three aims that should be at the heart of how we interpret the content of the curriculum.

Conceptual Understanding

In developing children's skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and be able to apply what they know to help them to solve problems in all aspects of their lives. We believe that children should learn mathematical concepts using concrete, pictorial and abstract processes.

Mathematical Reasoning

The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to collaborate by communicating their mathematical findings effectively using appropriate language. We ensure challenges are set for pupils of all abilities to promote their perseverance skills.

Problem-Solving

At Methley Primary School, Mathematics is integral to all aspects of life, with this in mind, we ensure that children develop their self-confidence (to persevere) in their ability to approach a range of mathematical problems.

By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.

Assessment

In the EYFS, children’s achievements are on-going and are assessed against the Early Learning Goals.

Levels are no longer used to assess children and instead teachers in KS1 and KS2 will make judgements about the children’s numeracy in relation to age related expectations as set out in the new curriculum.

Assessment for learning is well established throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment.

Statutory assessments take place at the end of Year 2 and Year 6.

Monitoring

Mathematics is led by the mathematics team that comprises an early year’s teacher, a key stage 1 teacher, a higher level teaching assistant from lower key stage 2, a key stage 2 teacher and a school improvement lead. A governor has specific responsibility for mathematics and the team will update the curriculum governors on priorities and progress in mathematics.

Differentiation

In maths, we ensure that opportunities are given to every child to show their mastery of the mathematical content. The journey is inclusive of all abilities with support given at the level of need. Differentiation is provided in many forms and although there is little or no differentiation in content taught, support is given through adult or peer support, questioning and the use of manipulatives. Encouragement is given for pupils to show their understanding through the use of concrete materials for as long as they need. Though all pupils are exposed to mastery learning, at times alternative tasks may be given to those working below their current year group level. All lessons are created to include a scaffolded approach of’ I do, we do, you do’ to ensure that all pupils can access the learning with misconceptions identified through immediate formative assessment and addressed with rapid intervention - where possible.