Broadoak Primary School

Mathematics

“Wherever there is number, there is beauty” (Proclus, Greek philosopher)

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Vision Statement

At Broadoak Primary School we believe that mathematics is an essential tool for everyday life. It is a whole network of interconnected concepts and relationships which provide a way of viewing and making sense of the world. It is critical to science, technology and engineering as well as necessary when analysing and communicating information and ideas. Mathematics has been developed over centuries to tackle a range of practical tasks and real life problems, and provides a foundation for understanding the world we live in. It also provides the materials and means for creating new imaginative worlds to explore.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between mathematical ideas. The programmes of study are, by necessity, organised into distinct areas, but pupils will make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also apply their mathematical knowledge to other subjects and in the context of the wider world.

Aims and Objectives

At all key stages mathematics teaching aims to ensure that all pupils:

Develop a positive attitude towards mathematics and a sense of enjoyment and curiosity about the subject.
Develop the ability to use and apply mathematical concepts across the curriculum and in real life; solving mathematical problems, reasoning and thinking logically as well as working systematically and accurately.
Foster a sense of enquiry where children take the initiative and have the ability to work both independently and in co-operation with others.
Become confident and competent with numbers and the number system including knowing their times table facts up to 12 x 12.
Become fluent when using the four number operations, understanding their meaning and having the ability to manipulate them.

In order to achieve our aims, we provide:

High quality teaching and learning which enables all children to succeed and achieve
An interesting learning environment in which children feel safe and secure
Opportunities for children to be actively involved and engaged in their own learning, through creative approaches to learning with strong curriculum links to other subjects when appropriate
Opportunities to promote independence
Evaluations of children’s progress towards the Early Learning Goals and National Curriculum guidelines which inform planning at all stages
Effective monitoring of teaching and learning.

Broadoak Primary School Mathematics
Intent	Implementation	Impact
What will take place before teaching in the classroom?	What will this look like in the classroom?	How will this be measured
The school’s senior leadership team will:	Our teaching sequence will be:	Pupil Voice will show:
== Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of maths. Ensure that the maths leader has appropriate time to develop the maths curriculum intent through careful research and development. Provide sufficient funding to ensure that implementation is high quality.	Delivered in daily mathematics lessons. Informed by pre-learning tasks before the start of each new teaching sequence. Each lesson will begin with 3,4,5,6-a-day questions in order to revisit and review the most recent learning in mathematics, as well as overlearn place value and number operation strategies. Specify key vocabulary to be used and its meaning. Specify and explore mathematical skills to be used. Provide opportunities for the children to work interactively.==	A developed understanding of the methods and skills of mathematicians at an age appropriate level. A secure understanding of the key techniques and methods for each key area of the curriculum. The confidence in children’s differing approaches to similar problems. A progression of understanding, with appropriate vocabulary which supports and extends understanding. Confidence in discussing mathematics, their own work and identifying their own strengths and areas for development. A clear understanding of different representations children are exposed to in maths (bar model, part-whole model etc.).
The Curriculum Leader will:	Our classrooms will:	Displays around school / books will show:
Understand and articulate the expectations of the curriculum to support teaching and support staff in their planning and lesson delivery. Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as mathematicians. Ensure an appropriate progression of mathematics skills and knowledge is in place over time so that pupils are supported to be the best mathematicians they can be, and challenge teachers to support struggling mathematicians and extend more competent ones. Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning. Identify mathematicians who need further support in specific areas of the curriculum and raise aspirations for pupils. Keep up to date with current mathematics research and subject development through an appropriate subject body or professional group.	Provide children with a range of mathematical resources to support their learning that they can access freely on the Enable Table (Y1-Y5). Have developed working walls which include high quality examples of procedures with annotations, vocabulary with definitions, number lines and/or hundred squares as appropriate and times tables facts to support pupil’s independent work. Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills. Be a safe environment where children are confident to take risks show resilience in their mathematical attitudes.	An engaging mathematics curriculum which develops a range of mathematical skills. Clear progression of mathematics skills in line with expectations set out in the Broadoak progression documents. That pupils, over time, develop a range of skills and techniques across all of the areas of the mathematics curriculum. A variety of representations for a range of questions. Fluency, reasoning and problem-solving style questions. Top tips and / or calculation strategy models for lessons as appropriate. Opportunities for children to return to their work in order to ‘fix’ mistakes and misconceptions
The class teacher will, with support from the curriculum leader:	Our children will / will be:	The curriculum leader will:
Follow the Broadoak long term and medium term plans in order to ensure progression in key skills. Personally, pursue support for any particular subject knowledge and skills or gaps prior to teaching. Equip classrooms with appropriate resources both on children’s desks where necessary, as well as on the Enable Table for children to access freely. Plan and deliver maths sessions that follow the agreed expectations. Ensure children complete pre-learning tasks before beginning a teaching sequence in order to meet the needs of every child. Begin every lesson with 3, 4, 5, or 6-a-day as age appropriate in KS1 and KS2 in order to reinforce key number skills and embed calculation methods. Explore written methods for the four number operations within relevant sessions and evidence this on classroom working walls. Ensure the concrete, pictorial and abstract representations are used when introducing new learning and to support children as they embed knowledge in lessons. Teach vocabulary which is essential to support children’s knowledge.	Engaged because they are challenged by the maths curriculum which they are provided with. Resilient learners who overcome barriers and understand their own strengths and areas for development. Able to critique their own work as a mathematician because they know how to be successful. Safe and happy in mathematics lessons which give them opportunities to explore their own approaches to solve problems. Encouraged and nurtured to overcome any barriers to their learning because feedback is positive and focuses on mathematical skills and knowledge. Develop mathematical skills and confidence over time because of careful planning, focused delivery and time to practice and refine skills.	Celebrate the successes of pupils through planned displays. Monitor the standards in the subject to ensure the outcomes are at expected levels, through book looks, learning walks and lesson observations. Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the maths curriculum is wide reaching and positive. Collate appropriate evidence over time which evidences that pupils know more and remember more. Inform all staff of any new/ upcoming information that could influence their teaching. Regularly reflect on resources used to ensure they are of the highest quality.

Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

In their Broadoak Backpack for Life,

an accomplished mathematician will…x

Have a good understanding of mathematical vocabulary, the important concepts and an ability to make connections within mathematics.
Have a fluent knowledge and recall of number facts and the number system.
Think independently and persevere when faced with challenges and learn from mistakes.
Show initiative in solving problems in a wide range of contexts, including the new or unusual
Be fluent in performing written and mental calculations and mathematical techniques.
Reason, generalise and make sense of solutions.
Utilise a broad range of skills in using and applying mathematics.
Know that maths is logical, have confidence that their thinking is correct and explain their reasoning to others.
Have a good attitude, believing that maths makes sense and is worth spending time on. They enjoy maths and become better at it by persevering.

Mathematics in Early Years

In Nursery and Reception, mathematics is taught as an integral part of the topic work covered during the year. Throughout the Foundation Stage, the children’s work is planned through the objectives set out in the Early Learning Goals (ELGs), which underpin the curriculum planning for children aged three to five. Throughout the year children work on developing and enhancing their knowledge of the number system, shape, space and measure. The Early Learning Goals For Mathematical Development are achieved through activities such as songs, rhymes, number stories, counting with practical equipment, physical number lines, practical experimentation with measuring equipment using both sand and water where appropriate and games. The children also take part in daily small group sessions with a teacher, to enable challenge and focussed teaching. This focussed work is enhanced through use of the continuous provision maths areas within the classroom and in the outdoor learning environment. Maths activities are rotated regularly to provide the children with opportunities to independently enhance their learning.

Mathematics in Key Stage One

When completing calculations, children are encouraged to discover which mathematical method suits them best; be that choosing from a whole host of physical and apparatus based methods in Year 1, working towards a variety of written and mental concepts in Year 2. This enables the children to be in charge of their own understanding, increasing their confidence and independence when they encounter familiar and new concepts.

In Year 1, through the use of continuous provision areas and rotational class based activities, children become independent learners and gradually start to build their own learning opportunities. In Year 2 children go on to apply this confidence to newer, more complex strategies.

Mathematics in Key Stage Two

Throughout KS2, children begin to refine their strategies of calculation becoming more efficient in their use. They are encouraged to identify relationships within their learning in order to ensure they develop fluency, and begin to apply their mathematical knowledge to science and other subjects throughout the curriculum.

The Teaching of Mathematics at Broadoak

Maths is taught daily as a whole class session and children also work in smaller groups led by a teaching assistant; meaning that children engage with the whole class objectives but also have an opportunity for a more focussed input, providing further challenge or follow on and support work where necessary. Whole class sessions aim to be an interactive as possible, using a variety of ICT, apparatus, partner and group work and physically moving around the classroom.

Children are taught in a challenging and child-centred approach, where questioning and critical thinking are encouraged. During teacher led and independent table activities, children are taught to apply their knowledge across a broad range of areas and are given regular opportunities to complete challenges after guided tasks, to further extend their learning.

As a school, we follow the Early Years Foundation Stage curriculum in our Nursery and Reception classes. For Year One through to Year Six, we follow the the National Curriculum 2014 and have set out Age Related Expectations for each year group. The key end of year expectations can be found in the Broadoak Backpacks which are available on the curriculum home page. For a more detailed overview of the mathematics content please follow the links below for each year group.

Whole School Mathematics Curriculum Overview by Year Group

Year 1 Curriculum Overview

Year 2 Curriculum Overview

Year 3 Curriculum Overview

Year 4 Curriculum Overview

Year 5 Curriculum Overview

Year 6 Curriculum Overview

Times Tables at Broadoak

Learning times tables by rote is one of the fundamental building blocks of a child’s education. Maths is essential for personal growth and success. Not only does arithmetic skill help ease the transition into adult life, but it can bolster talent in other important subjects like science.

A good knowledge of multiplication can give children a sense of independence and teach them to think on their own by reducing over-reliance on technology. It can be considered a form of daily mental training that can considerably improve cognitive functions, boosting brain power to help children achieve goals and foster long term self-confidence.

At Broadoak we practise our times table knowledge regularly both during and outside of our daily maths lesson. Children sit the statutory Multiplication Tables Check (MTC) during the summer term of Year 4. Children in KS2 practise times tables in many different ways including using Times Tables Rock Stars. All children in KS2 should have an individual log-in and password to enable them to access TTRS both in school and at home

TTRS Log-in