Mathematics

Intent

At Rowde we strive for all children to become fluent in the fundamentals of Mathematics, through varied and frequent practice with increasingly complex problems over time. We want pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Children will reason  mathematically by following a line of enquiry, conjecturing relationships and generalisations, and develop an argument, justification or proof using Mathematical reasoning language. They will solve problems by applying their Mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

Power Maths makes mastery practical and achievable by providing structures, pathways, content, tools and support. To develop mastery in Maths, children need to be enabled to acquire a deep understanding of Maths concepts, structures and procedures, step by step. Complex Mathematical concepts are built on simpler conceptual components and when children understand every step in the learning sequence, Maths becomes transparent and makes logical sense. Interactive lessons establish deep understanding in small steps, as well as effortless fluency in key facts such as tables and number bonds. The whole class approach works on the same content and ensures no child is left behind.

At the heart of Power Maths is a clearly structured teaching and learning process that helps you make certain that every child masters each Maths concept securely and deeply. For each year group, the curriculum is broken down into core concepts, taught in units. A unit divides into smaller learning steps – lessons. Step by step, strong foundations of cumulative knowledge and understanding are built

By taking a Concrete-Pictorial-Abstract (C-P-A) approach, Power Maths allows children to tackle concepts in a tangible and more comfortable way.

Impact

Cross-curricular Links Whenever possible and relevant, cross-curricular links are made and Mathematics skills are applied within other areas of the curriculum e.g. measuring in DT and reading and interpreting graphs in Science and Geography. Efficient and appropriate use of Computing should be utilised to enhance the lessons being taught such as when using interactive white boards, laptops, iPads and a range of software.

Special Needs: All children are encouraged to participate in Mathematics activities, appropriate to their ability. All pupils learn in whole class lessons within the classroom to complete their Math’s work. Teachers provide quality first teaching within the classroom and through this, differentiate to cater for the range of abilities in each class.

Children with specific learning difficulties within Maths, whose progress or attainment is below their peers will be supported by lesson differentiation and focused interventions. These involve consolidating learning to support embedding concepts and pre-teaching new ideas. Children who receive additional funding through the Pupil Premium fund may receive intervention in Mathematics if appropriate for the child.

More able children are stretched by challenging work and extended questioning. Children’s understanding of a concept will be deepened and broadened in a range of contexts. Children’s learning is supported through concrete or symbolic representations by the class teacher and manipulatives should be actively encouraged for pupils to use. Effective differentiated questioning should be used to support the lower attaining children.

Assessment and Record Keeping:  Teachers assess children in a variety of ways including, marking, observations, discussions and specific assessment activities. Evaluation of the weekly plans and end of unit summative assessments help to identify areas in need of future reinforcement. Scrutiny of work is carried out during the year by the subject leader to ensure consistency and progression. Teacher’s assessment and record keeping should follow procedures within the Assessment Policy and the Staff Handbook.

Resources: Each class has its own Mathematics resources as well as access to central resources. Number resources are specific for each class and a progression of these can be found in the calculations policy. Geometry and Measures resources are stored centrally. Class resources should be easily accessible and clearly labelled for both pupils and adults to find and use.

All classes have their own Mathematics working wall display areas in prominent locations within the classroom. These should be referenced as part of lessons and replicate the models and images from within a lesson. The working wall is a good way to document the children’s learning and reinforce skills through the term. Mathematics should have a high profile within the class. Displays should include both supportive resources for children in class as well as examples of pupil’s work. Displays should be in line with classroom environment checklists and the staff handbook.

 

Mathematics Policy.pdf