At The Alderton Infant School we recognise the importance of mathematics as an interconnected subject where we ask pupils to apply their knowledge and skills to Science and other subjects which will enable them to access the wider world.
We have crafted a curriculum which;
covers the National Curriculum for Key Stage One and The EYFS Framework supported by the Development Matters 2021 document for our Reception pupils but also details the skills, knowledge and understanding we wish pupils to develop in both the long term and medium term plan for each year group.
is sequential and is designed to building on previous learning towards a clear end point.
blocked into areas of learning which are revisited over time to help achieve ‘mastery’.
for Key Stage One, blocked Place Value in the Autumn term so pupils have a strong basis for later concepts such as addition, subtraction, multiplication and division.
for Reception, separated mathematics into concepts and specific vocabulary as an approach to support all learners
How we teach mathematics at The Alderton Infant School
We have developed a Calculation Policy and Part-Part Whole policy which allows for staff to develop consistency in teaching of mathematics across the school which allows pupils to develop necessary strategies to calculate effectively.
We have embedded the development of Concrete, Pictorial and Abstract representations in our planning and policies which enables pupils to make explicit links and connections in their learning which allows small steps for success. We ensure conceptual variation is used to explore the different representations of the same mathematical idea.
Pupils are taught using a ‘mastery’ approach which ensures the majority of pupils ‘stay together’ and planning includes opportunities for pupils who have grasped a mathematical concept to be exposed to varied fluency activities which develop their understanding through rich and sophisticated problems rather than being accelerated through new content.
Planning includes Greater Depth opportunities which may encourage them to reason more precisely, deal with more complex problems, suggest multiple strategies and approaches to solving calculations, and compare different approaches, taking efficiency into account.
We have a commitment to providing an accessible curriculum and to develop each child as a learner. We aim to close gaps in attainment by being ambitious for our most vulnerable pupils and removing barriers so they can achieve their best.
We have a commitment to continue to build cross curricular links which allow pupils to apply their mathematical skills in other subjects whilst we refine our curriculum.
We wish to engage all parents in their child’s learning of mathematics.
In Key Stage One
The planning has been adapted from Maths Mastery to suit our needs and is supplemented with both our own and White Rose resources.
Mathematics is taught 4 times a week for approximately 1 hour for each session.
Year Two regularly have ‘Early Morning Work’ which may include mathematical problems which revisit previous learning, fortnightly.
Planning delivers content from the EYFS framework supported by the Development Matters document 2021 and takes into consideration pupils varied starting points upon joining our school.
Pupils are taught
A number a week from 0 to 20 in the first two terms which includes different visual representations
A shape or concept per week e.g. side, circle, face, cube, longer, as this allows pupils to learn the vocabulary and definition and apply this to their learning.
Pupils are taught through direct instruction, play and exploration activities as well as adult led follow up activities to ensure the concept has been learned and applied.
Across the school:
Pupils have access to concrete manipulatives. Concrete, Pictorial and Abstract representations are included in teaching and modelling of problems for pupils where relevant to their age and stage of development as outlined in our policies.
Staff have high expectations for all pupils and in each lesson they explicitly share and revisit the Learning Objective and Success Criteria.
In Reception this is given verbally in process steps for the pupils. Teachers and teaching assistants will mark against this for their own records.
In Key Stage One the Success Criteria is broken down into ‘Bronze’, ‘Silver’ and ‘Gold’ level challenge in each lesson as these mark small succinct steps for success. Pupils are encouraged to ‘go for gold’ as this is typically a Mastery or Greater Depth level challenge.
Quality first teaching is used to ensure pupils achieve the learning objective, this includes using differentiation to scaffold pupils. The majority of pupils should progress through the programme of study at broadly the same pace however this is based on the security of understanding and readiness. Teachers will use their teacher assessment and adjust learning accordingly, this could be through remodelling and addressing misconceptions in the lesson, through use of adult deployment or through intensive intervention. Where appropriate teachers may make changes to the sequence of lessons to ensure each pupil is able to access the next lesson in the sequence provided they plan for progression towards the end objective. Pupils who grasp concepts readily should be challenged through rich problems which should be detailed in planning.
The SENCo (Special Educational Needs Co-ordinator) has a key role in tracking vulnerable pupils and working with staff to remove barriers for pupils learning as well as coordinating specialists and outside support in a timely way.
Subject leaders will work together to identify cross curricular links in which pupils can reinforce knowledge, understanding and practical skills which are both relevant and purposeful.
Learning is a change to long term memory and pupil conferencing is used to ascertain what is learned by pupils away from the point of teaching. It is also evident in pupils applying their learning to new contexts.
In daily teaching formative assessment and verbal feedback is used in lessons against the Learning Objective and Success Criteria to let the pupils know how well they are achieving and their next steps for success. Teachers will use this information to inform future planning and identify target pupils for scaffolding and intervention.
Teachers are asked to keep practical session notes and relevant observations either in mathematics folders or on Target Tracker. This can involve both formative and summative forms of assessment.
In Year Two teachers will use past SATs papers as a summative approach to assessment of what has been learned so far as well as to develop the pupils testing approach in preparation for the Summer term.
Additional moderation opportunities include those hosted by the Epping Forest Schools Partnership Trust. Cross phase moderation, including with Alderton Junior School to moderate Year Two and Three pupils.
The Head Teacher and Senior Leadership Team review steps data and conduct pupil progress reviews with each year group to identify target pupils for progress and attainment purposes.