South Kilvington C of E Academy

Maths

At South Kilvington, we promote positive mathematical mindsets as we want our children to enjoy their learning, feel challenged and experience success in the subject. 

 Intent

• Develop a culture where children enjoy their math’s learning and flourish in this area.
• Develop positive mathematical mindsets whereby children feel confident, challenged and experience success in the subject.
• Develop Children’s understanding of key concepts, developing mathematical language, recalling key facts and learning calculation strategies fluently to confidently reason and problem solve.

Implementation

• The National Curriculum for maths is taught to all year groups using a CPR (Conceptual Understanding, Procedural Fluency and Reasoning and Problem Solving) approach to develop mastery which is tailored to needs of the learners.

1. Conceptual Understanding- Children develop an understanding of the mathematical concept. This includes exposing them to key vocabulary as well as when particular skills could/would be used in everyday situations. Key strategies are explicitly modelled to children with opportunities for shared practises.
2. Procedural fluency- Children are provided with a variety of opportunities to practise their skills based on the strategies learnt.
3. Reasoning and problem solving- Children will apply their knowledge in a range of contexts to deepen their understanding. They will offer explanations to their answers through the key terminology of describe, explain, convince, justify and prove.

• The progression of knowledge and skills framework is used for every year group to ensure coverage is met, the sequence builds on skills and progression is clear.
• Planning is sequenced in a progressive manner whereby previous learning can be used to support new.
• Trio Time is used to retrieve and reinforce previously taught knowledge in order to consolidate prior learning. It also used to assess knowledge.
• Teachers assess and adapt learning for all groups of learners, specifically providing support and challenge for SEND and PP children.
• For each mathematical topic, key vocabulary, definitions and strategies are displayed on working walls to support children's learning appropriately.
• White Rose Schemes of Work are utilised by teaching staff as a guide to support their planning, resourcing and assessment.
• In mixed-age classes (Classes 1-3), teachers plan and deliver objectives systematically, across year groups, through the implementation of a split-input approach.
• Practical resources are at the centre of our teaching strategies, especially in Early Years and KS1, utilising concrete, pictorial and progressing to abstract resources.
• Independent work, through star challenges, provides opportunities for children to become fluent within strategies applied as well as developing independence.
• Reasoning and problem solving are integral to the independent work children are provided with in order to develop their mathematical thinking.
• Arithmetic clinic is delivered on a weekly basis with the purpose being to develop children’s arithmetic skills and stamina. Misconceptions/areas for development are identified and then explicitly taught the following week based upon the children’s needs.
• Morning maths is delivered daily providing pupils with the opportunity to practice their fluency, reasoning and problem-solving skills relating to calculations of the four operations.

  Impact

Children will:

• Become competent and confident mathematics.
• Develop a love for maths upholding the courage to challenge themselves within their own learning.
• Apply their knowledge in a range of contexts, articulating their mathematical learning at a deeper level through reasoning and problem solving.