Cowley Hill
Maths
Cowley Hill Maths Curriculum Statement
Curriculum Intent:
The national curriculum for mathematics aims to ensure that all children:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Can 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. Mathematics is an interconnected subject in which children need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but children should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
They should also apply their mathematical knowledge to science and other subjects. The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children's’ understanding and their readiness to progress to the next stage.
Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Curriculum Implementation:
At Cowley Hill, children study maths daily and in doing so cover a broad and balanced mathematical curriculum that includes all strands of the subject. Alongside the delivery of daily maths lessons, shorter fluency sessions are implemented into all class timetables with a focus upon increasing competence and confidence in calculation and the use of the four operations, as well as other areas identified on a per cohort basis.
We strive for all children to meet yearly objectives across the ranging strands of maths alongside developing their ability to use said knowledge to develop a greater depth of understanding and to solve varied fluency problems as well as to reason their responses.
We use Herts for Learning’s PA Plus maths scheme in order to plan for the teaching that allows children to succeed when measured against end of year outcomes. We focus not only on the mathematical methods but also focus on mathematical vocabulary and to use Maths Mastery to broaden and deepen mathematical understanding. Big Maths is also used to extend fluency, reasoning and problem solving, whilst the teaching for mastery is supported by the NCETM question, task and activity assessment documents. Other online resources such as Test Base and Teach Active (Maths of the Day) are used to supplement the delivery of the PA Plus scheme.
To support the children with their multiplication practice we use ‘Times Table Rockstars’ as an online and fun learning platform which also offer resources to be used in the classroom; this is utilised in all year groups from Year 2 onwards to support the development of fluency prior to a cohorts entry into year 4. EYFS and Year 1 children have access to TTRS’ counterpart ‘Numbots’ which supports the development of subitising fluency in mental addition and subtraction.
Ongoing assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at. Each term involves a formative diagnostic assessment being undertaken by all children within KS1 and KS2. All individual responses are logged prior to being analysed both the subject leader and class teachers, which allows for the identifying of areas of focus within future fluency sessions and/or interventions where necessary.
Feedback is provided daily in line with the schools marking and feedback policy. Formative assessment within every lesson helps teachers to identify the children who need further support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities; both of which can be achieved with ‘next step’ activities or guided interventions.
The maths leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided, to inform on progress and future actions.
Curriculum Impact:
Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing a mathematics curriculum that will allow each child to progress. The teaching of maths is also monitored on a termly basis (minimum) through book and planning monitoring, learning walks and lesson observations.
Ongoing assessment informs the teaching and learning sequence, and children work on the objectives they are assessed as being at. Each term involves a formative diagnostic assessment being undertaken by all children within KS1 and KS2. All individual responses are logged prior to being analysed both the subject leader and class teachers, which allows for the identifying of areas of focus within future fluency sessions and/or interventions where necessary.
The expectation is that the majority of children will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of children's understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
The impact of maths at Cowley Hill is measured through the following;
- Demonstration of quick fact recall and procedures
- Confidence of children in working towards an objective
- Resilience in areas of difficulty
- Flexibility and fluidity to move between different contexts and representations of maths.
- Opportunities to develop an ability to recognise relationships and make connections in maths lessons
- Ability to reason their learning, choices and responses
- High levels of presentation and pride within maths activities as well as the level of understanding