Irwin Avenue, Rednal, Birmingham, B45 8QY

0121 453 2520

enquiry@rednalhilljuniors.com



Rednal Hill Junior School

Together we can turn possibility into reality

Mathematics

For an overview of coverage, please see section below statements.

Intent

At Rednal Hill Junior School we teach for mastery, equipping children with the skills of fluency, reasoning and problem solving that they need in life beyond school. Pupils across a year group will usually move through the programmes of study at the same pace. There are opportunities for deepening understanding for rapid graspers and scaffolds to support struggling learners. Conceptual understanding is taught in tandem with procedural fluency to deepen mathematical thinking. Children will then apply their understanding through real-life problem-solving activities.

Through the mastery approach to maths we promote a higher emphasis on communication and vocabulary. The children are taught subject specific vocabulary to apply this vocabulary in their spoken and written reasoning. We take every opportunity to improve oracy in maths, through sentence stems and an understanding of vocabulary, to enable children to have a greater depth of understanding in the subject.

Implementation

Maths is taught daily at Rednal Hill Junior School. Lessons last an hour and taught are taught discretely through a mastery approach. We believe that the three aims of the National Curriculum should be addressed every day, Fluency, Reasoning and Problem Solving.

Maths lessons follow this structure:

· Power up – A short revisit of previously taught material.

· Discover – each lesson begins with a problem to solve, often a real-life example, sometimes a puzzle or a game. These are engaging and fun, and designed to get all children thinking.

· Share – the class shares their ideas and compares different ways to solve the problem, explaining their reasoning with hands-on resources and drawings to make their ideas clear. Children are able to develop their understanding of the concept with input from the teacher.

· Think together – the next part of the lesson is a journey through the concept, digging deeper and deeper so that each child builds on secure foundations while being challenged to apply their understanding in different ways and with increasing independence.

· Practice – now children practice individually or in small groups, rehearsing and developing their skills to build fluency, understanding of the concept and confidence.

· Reflect – finally, children are prompted to reflect on and record their learning from each session and show how they have grasped the concept explored in the lesson.

The whole class is taught together, lessons are scaffolded and depth is available for children at some point within the lesson. However, activities will not be differentiated unless there is an identified need to do so.

We use the Power Maths scheme of learning. We spend longer on topic areas, rather than revisiting topics term on term. This allows a greater depth of understanding in subject areas, as small steps are built into the planning. This is further supported with the use of the NCETM spine materials and DfE Mathematics Guidance documents (2020). Along the learning journey there is time for assessment points to gauge children’s understanding and plan for intervention opportunities to address misconceptions.

We recognise that a lack of fluency skills can be detrimental to the progress children make when accessing problem solving activities. To address this, we have an additional 15 minutes of Maths every day. This is separate to the Maths hour and is based on the fluency needs of the class.

Children also have access to Timestables RockStars. This is used to support children’s fluency and rapid recall of multiplication facts. Children are encouraged to access this resource inside and outside school and are rewarded with certificates / prizes for their participation.

To support our children’s understanding of mathematical concepts teachers plan for rapid intervention for those that have struggled to grasp a concept. This is delivered prior to the next maths lesson.

Impact

· Daily assessment for learning opportunities through marking, pupil observations and discussions evidence progress.

· Work in books is of a good quality for their age and ability.

· Termly Maths tests evidence progress and are used to support teacher assessments.

· Mini assessment points within units demonstrate taught material is retained

· Monitoring opportunities in school demonstrate pupils can apply taught skills independently.

· Pupils talk with passion during pupil conferencing about their learning in Maths

 

Yearly Overviews for Y3 to Y6