Mathematics at Barlby Primary School
At Barlby we aim to:
- Build on successful outcomes over time in KS2
- Equip children with the skills of calculation, reasoning and problem solving that they need in life, within the school day and beyond
- Develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary
- Develop a range of efficient mental calculation strategies for all four operations;
- Be confident using written calculation methods for all four operations.
Planning in mathematics is in line with the structures and recommendations outlined in the National Curriculum Programmes of Study. Our weekly plans identify the specific learning intentions for each lesson and give details of how the lessons are differentiated. Day to day, small, progressive steps are made in order for all children to understand key concepts. Across all year groups, we follow White Rose medium term programs of study, which map out the year’s curriculum across the three terms.
The structure of a lesson will vary based on the topic covered and the needs of the pupils. Steps throughout a lesson are small to ensure that all pupils understand the key concepts before they are exposed to new ones. It is important that nothing is assumed and that all key prior knowledge is revisited as appropriate. It is expected that all pupils have the opportunity to apply their understanding of a topic as a result of their exposure to rich and deep mathematical problems. During a lesson or a series of lessons children will be given the opportunity to practise new skills, apply these skills in different ways as a result of variation or within a different concept and reason and explain about the concept.
Learning in each lesson is differentiated and adapted to meet the needs of each individual learner. In Year Six children are streamed for maths lessons. Children in all other classes sit in mixed ability pairings to allow collaborative learning, exposure to different opinions about the same work and regular opportunities for discussion of answers to support pupils’ reasoning skills and check and deepen their understanding. Learners are supported by the structure of the lesson, their peers and additional adults as well as scaffolds provided by teachers. Children are extended as a result of higher order questioning and problem solving, rather than acceleration to new content. It is expected that all pupils will experience challenge in a lesson.
Guided Maths is a timetabled 20/30 minutes slot for all KS2 year groups to allow a small number of pupils (maximum of 6) to receive additional support following or prior to the lesson to ensure no child falls behind because of a lack of conceptual understanding. If more children require support, then the lesson should be retaught the following day using variation to focus on the areas of misconception. During Guided Maths, the children who are not having a focus session with the class teacher complete RAP (Revise, Apply, Practice). This provides an opportunity for children to revisit key concepts throughout the year and increase their memorisation of key facts or skills that may not be explicitly covered during all maths lessons. This means that pupils are practicing concepts and skills on a regular basis, meaning they are continually building on their understanding of these concepts and are more likely to become fluent in these areas.
All adults in the classroom mark during the lesson, in a time efficient manner, to allow an immediate evaluation of understanding to be achieved by the end of the lesson. This allows for misconceptions to be addressed on the same day or during Guided Maths the next day, ensuring all children understand the concepts taught. If there is a common misconception, the whole class will be exposed to it within the next lesson. Teachers use purple to highlight a development area and provide an RTM (respond marking) when they feel the child needs consolidation or challenging.
Formative assessment forms a crucial part of every lesson and as such is built-in to lesson design. It is therefore important that classroom activities are well structured providing regular opportunities for discussion as well as further opportunities for reasoning and problem solving skills to be developed. Summative assessment using PUMA Maths assessment, completed at the end of each term, provides an age- standardised score for each child, enabling teachers to monitor and track pupil’s progress. Where progress is not secure, then more detailed monitoring and recording may be justified
Home learning is given on a weekly basis. It provides the children with an additional opportunity to consolidate the key learning from the week. It follows the similar format to the learning completed during the Maths lesson and examples are provided to remind the children or the method they should be using.