Key Documents

Intent

The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to
ensure that all pupils become fluent, reason mathematically and solve problems. ‘Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.’ At Cardinham School, we teach our children how to make sense of the world
around them by developing their ability to calculate, reason and solve problems. We want our children to recognise and understand relationships and patterns in numbers in the world around them. We expect Mathematics to be utilised as a tool beyond the daily Mathematics lessons and beyond the classroom.

At Cardinham, a typical Maths lesson will provide the opportunity for all children as:
* Lesson objectives are taken from the National Curriculum statutory guidelines and activities are differentiated.
* We intend our children to have access to high quality lessons that are both challenging and enjoyable.
* We intend for children to become confident mathematicians who are not afraid to take risks.
* We intend to develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

Implementation

Lessons are planned and sequenced so that new knowledge and skills build on what has been taught before. Teachers follow the White Rose Termly Overviews to ensure planning builds on sequentially. Teachers are not depended on this scheme and use a wide range of other platforms (e.g. NCETM, Nrich etc..) to support their planning. Staff refer to the Calculation Policy (see above) when teaching formal methods, understanding that sometimes children find their own efficient methods along the way. Lessons begin with a 15 minute fluency session to ensure pupils are recapping previously taught objectives. These fluency slots follow a timetable:

  • Monday: Place Value
  • Tuesday: Addition and Subtraction
  • Wednesday: Multiplication and Division
  • Thursday: Fractions, Decimals and Percent
  • Friday: Mix It Up.

Each week from Year 2, a Times Tables focus is planned to give children the opportunity to practise and improve their
rapid recall skills with facts 12×12. Children enjoy the daily challenge and strive to improve their time and core each week. All children also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school.

At Cardinham, we employ a variety of teaching styles and opportunities for children to learn and develop their Mathematical skills and competencies, both individually and collaboratively. The main aim of all lessons is to develop children’s knowledge, understanding and skills, applying these to a variety of contexts. One of the key elements in lessons throughout the school should be on developing the children’s mental calculation strategies alongside developing the children’s written calculation strategies as laid out in the Written Calculation Policies for addition, subtraction, multiplication and division.

Our pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.
Pictorial – children then build on this concrete approach by using pictorial representations, which can then be used to reason and solve problems.
Abstract – with the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.

Impact

Through first quality teaching, guidance and effective feedback, children will:

  • Clearly explain their reasoning and justify their thought processes.
  • Quickly recall facts and procedures.
  • Have the flexibility and fluidity to move between different contexts and representations of mathematics.
  • Have the ability to recognise relationships and make connections in mathematics.
  • Be happy, confident, articulate and autonomous learners with a life-long passion for learning.
  • Leave our school at the end of KS2 prepared for the next step in their mathematical education.

Summative assessments takes place at the end of each term (NFER or past SATs papers) and children’s progress and attainment is discussed in pupil progress meetings.

Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class.  Teachers use formative assessment to evaluate the learning during a lesson. They may ask questions to check understanding, or scrutinise independent work in order to identify common misconceptions or share thinking. Such assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or reteach pupils as required.