Mathematics
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Our curriculum approach
At Holmes Chapel Primary School, we follow a curriculum that engineers success using a mastery approach. This enables all children to master the mathematics curriculum through careful curriculum sequencing and small-step progression.
Our aim is to develop a positive mindset of mathematics and ensure depth of conceptual understanding through progressive mathematical fluency, problem-solving and reasoning skills for all children. This helps our children to know more and remember more. Our mathematics curriculum is planned and sequenced using the small step progression unit sequence from the Oak National Academy Curriculum Plans for KS1 and KS2. Children learn to build networks of connections in mathematics by constructing understanding of mathematical ideas and awareness of the relationships between concrete experiences, language, pictures, and mathematical symbols (Haylock and Thangata 2007).
Children are taught in mixed attainment classes and are supported to reason and solve problems throughout their small steps of learning using the prompts ‘What do you see? (How do you see it?) What do you notice? (Why is that happening?) What do you wonder? (How could you find that out?). Where necessary, adaptations are made to ensure that children can access the same learning as their peers through bespoke manipulatives and representations. Additionally, scaffolding and directed support are used to ensure children are mastering the small steps of progression at roughly the same rate. We ensure challenge for all children by giving everyone the opportunity to develop fluency and reasoning skills at an appropriate level across a range of contexts, including through targeted questioning. Collaborative learning and dialogic teaching strategies support the use of rich mathematical talk, giving children the opportunity to explore mathematical concepts, resolve mistakes and identify misconceptions with growing independence. Mistakes in maths are valued and celebrated. Unpicking misconceptions so that children evaluate their thinking, and make changes and adaptations to future work, is vital in scaffolding them towards greater independent learning.
Teachers have high expectations of all pupils, including pupils with SEND, and do not compromise on the requirement for overlearning to ensure automaticity. We strongly believe that all children can achieve in mathematics. Any gaps in learning are identified in a timely manner using the DfE's non-statutory Maths Guidance: key stages 1 and 2, which sets out the essential 'ready to progress’ core criteria for each year group. Whenever possible, gaps are addressed through timely intervention to ensure children start each new unit of learning ‘lesson ready’. Early identification of gaps is a key component of our approach to ensure that where possible children ‘keep-up’ so ‘catch-up’ interventions are not required. Diagnostic assessment tools, such as the Sandwell Early Numeracy Assessment are also used to ascertain the next small steps for the small proportion of pupils progressing outside the age-related expectations of their year group.
Mastering Number
We use the Mastering Number for Reception, KS1 and KS2 materials across school to secure firm foundations and develop good number sense for all children across school. All children participate in lessons, which are taught outside of the main maths lesson for 10 to 15 minutes, on four days each week. In these short sessions, children are encouraged to notice, explore and explain patterns and connections they see when exploring mathematical concepts.
Early Maths
We understand that every child is unique and will join us in the Early Years with different experiences and at different stages of development. Through Reception, we work towards the end of year Early Learning Goals, which focus on Number and Pattern. Our curriculum is informed by the age related expectations in Development Matters, as well as 'Learning Trajectories’ and the six key areas of early mathematics learning from the NCETM. These provide a platform for everything children will encounter as they progress through their maths learning at primary school.
In Reception, children access their early maths curriculum through the NCETM Mastering Number programme, which aims to secure firm foundations in the development of good number sense, patterns in number, confidence and flexibility.
Maths is taught daily, through whole class teaching. Learning is then consolidated through Continuous Provision activities, which children access through small group sessions, supported by an adult and independent activities where they can apply their learning in different contexts.
The rationale behind our mathematics curriculum is based upon guidance from:
The Education Endowment Foundation Improving Mathematics in Early Years and Key Stage 1 and Improving Mathematics in Key Stage 2 and 3
The Ofsted Research Review of Mathematics Research review series
The Department for Education non-statutory for the National Curriculum Mathematics guidance: key stages 1 and 2
The National Centre for the Teaching of mathematics (NCETM) Home | NCETM
Assessment
Before children start a new unit of learning, they will complete a pre-assessment using the ‘example assessment questions’ from the previous year/unit from the Maths Guidance: key stages 1 and 2. This will focus on the essential skills, knowledge and understanding that children need from the previous year group(s) to enable the teacher to ascertain the starting points and any gaps in knowledge so that all children are ready to progress onto the new learning.
At the end of the unit, children will complete a post-assessment using the ‘example assessment questions’ from the current year/unit. This will be used to provide pupils with information about their performance during the assessments, with the goal of helping them to improve their learning and as an opportunity for teachers to find out what a child can and cannot do or does and does not know as a tool to inform future ‘keep-up’ interventions.
Children are then assessed at the end of each academic year, on all key areas from the Maths Guidance: key stages 1 and 2 for their year group.
A Typical Lesson at Holmes Chapel Primary School
Lessons at Holmes Chapel Primary School are underpinned by three principles:
- Connected: new learning happens when explanation is linked to prior knowledge.
- Chunked: information should be provided in small steps to minimise cognitive load and maximise understanding and retention.
- Clear: clarity of language is essential in ensuring pupils understand and remember concepts.
Our lessons are structured around the Oak National Academy learning cycles. Lessons begin by Connecting to prior knowledge, and then Exploring a key representation to introduce the small step. This is then followed by the learning cycle and each learning cycle covers several phases: Explain, Check, Practice and Feedback. Each learning cycle teaches one small step in learning. In most lessons we will move through 2 learning cycles (small steps). They become part of our daily lesson structure.
- Connect– building new knowledge onto prior knowledge. At the beginning of the lesson, teachers will use an Oak National Academy starter quiz to enable all children to retrieve information from their long-term memory, linking previously taught vocabulary, representations and models to new learning.
- Explore–A low floor-high ceiling task which provides an entry point for all learners to access the new learning. A representation is displayed, and all children are encouraged to share their ideas through careful use of ‘what do you see?’, ‘What do you notice?’ and ‘What do you wonder?’ questioning.
- Explain– This involves explicit teaching, explaining the new learning in small steps, minimising cognitive load. Teachers use the Oak National Academy slide deck, concrete manipulatives and questioning to reveal new learning.
- Check – Throughout the lesson, teachers regularly check for understanding and address misconceptions.
- Practice– This is an opportunity for pupils to apply and consolidate their learning and helps to commit new knowledge and skills to memory. Teachers use the Oak National Academy tasks, activities and questions to provide children opportunities to demonstrate their learning
- Feedback– In this part of the lesson, children are provided with information about their performance on a task or activity, with the goal of helping them improve their learning. It is an opportunity to find out what a child can and cannot do and allows us to adapt our teaching to support all learners.
- Debrief– Using the summary slide from the Oak National Academy slide deck, we consolidate learning and agree generalisations. We may also use an exit quiz to ensure children have learnt what was intended.