Maths Leader - Mrs Spaven
Vision and Intent for Reading at Hollybush
At Hollybush Primary school we strive to develop and nurture confident, engaged and happy mathematicians. We teach a mathematical growth mind-set and encourage mutual respect to ensure children fully develop their knowledge, understanding and skills in mathematics and aspire to be the best mathematician they can be. Thus, supporting children to make progress in line with their peers nationally and therefore increasing future life chances.
When children leave Hollybush Primary School we aspire that they will:
- Be confident, engaged and happy mathematicians with a growth mind-set.
- Be able to use and understand a wide range of mathematical vocabulary and language structures needed to acquire and manipulate learning in Maths.
- Be fluent in the basics of Mathematics, reason, mathematically and use their knowledge and skills in problem solve in a range of contexts.
- Secure age-related expectations in Maths skills to ensure success across all subject areas.
- Make progress in line with their peers nationally in Mathematics.
We believe that all children should have a high level of mathematical ability and feel empowered to implement this confidently both in school and beyond. We strive for all learners to make good levels of development in mathematics, regardless of ability or challenge. We have a commitment to narrowing the attainment gap for disadvantaged and pupil premium children, through quality first teaching, appropriate challenge and targeted intervention.
We work with PiXL as a flexible responsive approach to raising standards in Maths. PiXL enables staff to identify and target gaps, barriers or misconceptions in pupils’ knowledge and understanding. The diagnosis of these gaps feeds into adjustments to practice which go on to have impact on pupil progress and outcomes.
At Hollybush Primary School Maths is taught daily. Our Maths curriculum is mapped by the White Rose Maths Hub Long Term Plan where the initial focus at the start of each year group is Place Value which underpins learning in other areas of Maths. This supported by a range of resources including White Rose Maths Hub online resources. We are working to develop the use and range of practical resources available in the classroom to support the children in their learning. Alongside the Maths Curriculum we are working towards application of Maths across the curriculum where possible, to ensure children have opportunity to reinforce and consolidate key concepts in real life contexts.
A secure understanding of basic mathematical concepts is essential and this is developed from entry to school. The mathematical foundation provided by Early Years enables our children to build upon their mathematical knowledge to a greater depth of understanding and skill as they move through the school.
In Early Years, Maths sessions are focused on developing number sense; children focus on one number over the course of a week or two. Opportunities for Mathematical development are also facilitated within the different areas of learning and are supported by three planned weekly mathematical interactions with adults in provision.
Key Stage 1 and Key Stage 2
Counting takes place daily and where possible more frequently in KS1 and EYFS.
TT Rockstars / Times tables
Times tables are key to speed and accuracy in many mathematical areas, therefore we believe in building these skills as early as possible. TT Rockstars in KS1 (Year 2) and KS2 is used to support this.
Basic Input Structure
All Maths lessons in KS1 (Year 2) and KS2 follow the Basic Input Structure:
- PiXL 3in3 activity (once weekly).
- Starter activity which can include the skill(s) the children have been learning recently or may need for the lesson that day. Children are encouraged to work collaboratively to do this and discuss ideas and mathematical thinking.
- Key vocabulary introduction – introduce language required/needed for the lesson.
- Teach the mathematical skills based on the learning objective for the lesson.
- Problem solving questions modelled.
- Demonstrating reasoning answers.
Basic Work Structure
Learning in Maths lessons in KS1 (where appropriate) and in KS2 follows the Basic Work Structure:
Where applicable, children complete 4 - 5 skill specific questions to demonstrate understanding of mathematical skills being taught. 3-2-1 model is employed for each child’s ability level. These are identified as: developing, expected, greater depth.
- 3 - Varied fluency skills-based questions (3-4 skill questions.)
- 2 - Problem solving (2-4 problem solving questions)
- 1 - Reasoning (1-2 reasoning questions)