"Being able to ‘go beyond the information’ given to ‘figure things out’ is one of the few untarnishable joys of life.”
“Learners are encouraged to discover facts and relationships for themselves.”
— Jerome Bruner
Maths subject lead: Mrs. L Longden
At Saint Augustine Webster Catholic Voluntary Academy, we aim to provide our children with the skills to become fluent in the fundamentals of mathematics, to be able to reason mathematically and solve problems by applying their Mathematics. These skills are embedded within lessons and established over time to develop consistency. At the centre of our mathematics curriculum is the belief that all children can be successful in the study of mathematics, delivering an inspiring, engaging and collaborative approach, based on the mastery concepts to the teaching and learning of mathematics, which is rich in mathematical terminology.
Our mastery curriculum promotes deep, long-term, secure and adaptable understanding so that children are able to become fluent in calculations and grow in confidence to reason mathematically and solve problems successfully. Through the collaborative mastery approach to mathematics, we aim to ensure all children develop resilience to become life-long mathematicians. The collaborative nature of our Mathematics curriculum continues to teach our children to respect others and their ideas and show kindness and support to each other. Each unit enables children to be numerate, independent, inquisitive, enquiring and confident. Children are encouraged to embrace mistakes as a part of learning and develop resilience through unpicking mistakes.
We aim to promote a positive attitude towards the subject, through developing enjoyment and providing opportunities for children to build on conceptual understanding of mathematics, before applying their knowledge to everyday problems and challenges. We recognise that all children should experience problem-solving and reasoning opportunities and therefore challenge is provided for all children.
To ensure whole consistency and progression, the school uses the DfE approved ‘Power Maths’ scheme. This is fully aligned with the White Rose Maths Hub scheme. Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge, with the large majority of children progressing through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
New concepts are shared within the context of an initial related problem, which children are able to discuss in partners. This initial problem-solving activity prompts discussion and reasoning, developing mutual respect and kindness towards others. In KS1, these problems are almost always presented with objects (concrete manipulatives) for children to use. Children may also use manipulatives in KS2. Teachers use careful questions to draw out children’s discussions and their reasoning. The class teacher then leads children through strategies for solving the problem, including those already discussed. Independent work then provides the means for all children to develop their fluency further, before progressing to more complex reasoning and related problems.
Mathematical topics are taught in blocks, to enable the achievement of ‘mastery’ over time. Each lesson phase provides the means to achieve greater depth, with more able children being offered rich and sophisticated problems, as well as exploratory, investigative tasks, within lessons as appropriate. This is achieved through procedural and conceptual variations in the questions children are approaching.
Our school has a supportive ethos and our approaches support the children in developing their collaborative and independent skills, as well as empathy and the need to recognise the achievement of others. Children can sometimes underperform in mathematics because they think they can’t do it or are not naturally good at it. The Power Maths programme addresses these preconceptions by ensuring that all children experience challenge and success in mathematics by developing a growth mindset.
Regular and ongoing assessment informs teaching, as well as intervention, to support and enable the success of each child.
At Saint Augustine Webster Catholic Voluntary Academy, through the implementation of this curriculum, children will leave Year 6 being fluent in the fundamentals of mathematics, to be able to reason mathematically and solve problems by applying their Mathematics. In order for this to happen, the Maths lead will work closely with the Senior Leadership Team, taking responsibility for the monitoring of Mathematics curriculum at least half termly. This monitoring will take the form of:
- Book assurance
- Lesson observations and feedback
- Learning walks
- Pupil voice
- Termly data analysis
The impact of the Mathematics curriculum will be monitored through on-going assessment during daily Maths lessons, emphasising the power of questioning to develop the ability for children to work collaboratively and verbally develop reasoning skills during lessons, to inform formative assessments, that will be updated regularly on to OTrack.
As part of each block, children will use the previous year groups White Rose end of block assessments to identify any gaps before beginning their own year groups curriculum and allow teachers to adapt teaching through the use of the recap steps provided by Power Maths and White Rose.
At the end of each Power Maths block, children will complete the end of unit check to monitor progress, which is then used to plan interventions where necessary. This will then be combined with half-termly summative assessments to make formal judgements. Mid-term, each year group will complete Power Maths assessments and at the end of each term, each year group will complete White Rose end of unit assessments. At the end of each year, we use a formal end of year assessments to assure ARE judgements too.
Data from formal assessments will be collected half-termly and all teachers will undergo Pupil Progress meetings termly, where data is analysed with the Senior Leadership Team.
Maths Subject Story coming soon.....