Pye Bank CE Primary School

A A A

Andover Street, Sheffield, South Yorkshire S3 9EF

01142 760 472

enquiries@pyebank.sheffield.sch.uk

Maths Mastery

Philosophy and Aims at Pye Bank Primary School 

All children can and will achieve

We want our children to receive a high-quality mathematics education that ensures that ALL pupils are fluent in the fundamentals of mathematics, have the ability to reason mathematically and can apply their knowledge and understanding to solve problems. We also want them to have an appreciation of the power of mathematics and a sense of fun and curiosity about the subject.  We want the children to see Mathematics as being relevant to their world and applicable to everyday life as well as being something that they will need as they move on through their school life and ultimately to the world of employment. To that end, a high-quality, inter-related and creative Maths experience should be one that develops the children’s ability to think mathematically and one which allows them to apply the skills they have developed in a variety of ways.

  A Mastery Curriculum for the new National Curriculum Mathematics

Teachers use a variety of resources to support fluency and deepen understanding of all areas of the mathematics curriculum including Inspire Maths.  This is aimed to deepen understanding rather than accelerate teaching with no limits to learning. The key focus is ensuring that pupils work through mathematical concepts together at a similar pace using Concrete for exploration, moving onto Pictorial and abstract.

Expectations

We are committed to closing the attainment gap and ensuring that every child has an abundance of opportunity to succeed.  As such, our expectation is that the large majority of pupils will progress ‘through the programmes of study at broadly the same pace.’ Ofsted Handbook August 2016.

What to expect to see in a maths lesson

  • A narrow focus; with depth, clear variation, precise questioning and dialogue between teacher and pupil and pupil to pupil with constant assessing of conceptual and procedural knowledge.
  • Concrete resources will always be available forhte pupils to support the sequential learning taking place.
  • A range of direct whole class teaching and an emphasis on independent exploration and guided practice, allowing the children to grapple with mathematical content.
  • Teachers and Teaching Assistant’s circulating, providing oral feedback to support and extend pupils learning allowing rapid progress (less teacher talk more pupil talk).
  • Rapid Intervention sessions carried out during the mathematics lesson or sessions later in the day to support those pupils that need more input and support. This is to ensure that the majority of pupils continue to work at the same pace.
  • Children will be working independently at times, either using manipulatives or working through carefully chosen questions which have been designed to build speed and fluency and to deepen their understanding through procedural variation and applying the skills learnt to problem solving challenges.
  • More able children being challenged with complex, in-depth problem solving and investigative tasks encouraging them to think harder.

 

What to expect to see in Learning Journals

  • Evidence of children practising the fluency of a skill with a degree of accuracy, with questions which are structured for variation, moving into pupils’ reasoning and explanations of proving their answer.
  • All pupils have the opportunity daily to solve problems based on the concept being taught
  • Clear evidence of progression and differentiation through additional, Greater Depth challenges for those pupils who have grasped a concept/sequence of learning.
  • Where children have received additional adult support or rapid interventions this will be clearly indicated within the Learning Journal and questions to support this will be evident.
  • The majority of pupils work will be marked in lessons where possible with adult support to correct misconceptions or identify next step tasks to deepen pupils understanding of a concept. At times, pupils are also encouraged to take ownership of the marking process and to self-assess the next steps in their learning.

What to expect to see in Essential Skills in Key Stage 2 and in Year 2 from Spring term:

 The Essential Skills will provide pupils the opportunity to practice a specific mathematics skill. The books will show regular practice of mental and written arithmetic skills in order to keep calculation skills fresh. Each objective will be revisited throughout the year, to ensure pupils have the opportunity to keep it ‘fresh’.

 The pupil books will demonstrate regular practice of all four operations and key objectives for mathematics which are carefully mapped out throughout the year.

  • There will be, at the most, 10 questions per session which the pupils will have completed within a 10 minute period
  • These will have been carefully designed supporting the pupils to make connections between the maths they are doing
  • The sequence will develop throughout a 2 week period

Maths Meetings in KS1:

 Pupils will be part of a 15 minute Maths Meeting session each day.

  • Pupils will be practising daily, a range of key objectives which are carefully mapped out throughout the year.
  • The majority of this session will be mental; however there will be opportunities for pupils to record on whiteboards to support understanding and for teachers to assess understanding.
  • Pupils will be assessed on one of the objectives once every 10 days. This will be recorded in the back of their learning Journal and dated.