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Maths

Curriculum Intent

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of History’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment.

At Sandown Primary School we believe a high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.

The National Curriculum aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

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

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

For additional information about this subject, please contact the school office and ask to speak to the subject leader.

Early Years- Reception

In Reception, Maths involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Key Stage One- Years 1 and 2

The principal aim is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources. Pupils should begin to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They should know a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2, pupils should know number bonds to 20 and be precise in using and understanding place value. Children should be able to fluently recall their 2x, 3x, 5x and 10x table by the end of Year 2 and be able to recall the related division facts. Pupils should read and spell mathematical vocabulary, appropriate to their level.

Lower Key Stage Two – Years 3 and 4

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Children should also be able to recall the division facts for their multiplication tables. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Upper Key Stage Two – Years 5 and 6

The principal focus of mathematics teaching in upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Mastering Number at Reception and KS1

Supporting pupils to develop good number sense.

We use this programme to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

Mastering Number at KS2

Secure firm foundations in multiplicative relationships.

Knowledge of multiplication and division and its applications forms the single most important aspect of the KS2 curriculum, and is the gateway to success at secondary school. We use this programme in Years 4, 5 and 6 to develop fluency in multiplication and division facts, and a confidence and flexibility with number that exemplifies good number sense.

At Sandown, we are using a Singapore approach to teaching Maths with Maths No Problem resources to support learning throughout the school.

The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years.

Differentiated activities

Tasks and activities are designed to be easy for pupils to enter while still containing challenging components. For advanced learners, lessons also contain non-routine questions for pupils to develop their higher-order thinking skills.

Problem solving

Lessons and activities are designed to be taught using problem-solving approaches to encourage pupils’ higher-level thinking. The focus is on working with pupils’ core competencies, building on what they know to develop their relational understanding, based on Richard Skemp’s work.

Concrete Pictorial Abstract (CPA) Approach

Based on Jerome Bruner’s work, pupils learn concepts by using concrete examples, such as counters, as well as drawing pictorial representations and using more abstract symbols, such as the equals sign.

Variation

Questions within lessons are carefully varied to encourage pupils to think about the maths. Rather than provide mechanical repetition, the questions are designed to deepen pupils’ understanding and reveal misconceptions.

The journey so far...

Teaching for Mastery is underpinned by the belief that all children can succeed with mathematics if they work hard. Teaching is interactive and procedural fluency and conceptual understanding is developed in tandem. The approach fits well with our growth mind set philosophy.

Katrina Pounder, our Maths Leader of Learning, has completed training as a Teaching for Mastery Specialist as part of the national NCETM project. In addition to this, she has completed her MAST (Mathematics Specialist Teacher Training) at the University of Brighton and her PD (Professional Development) Lead training through the NCETM.

During the academic years of 2016-17 and 2017-2018 Katrina Pounder led two Teacher Research Groups with foourteen local schools and also delivered training to teachers across Sussex. All staff at Sandown have received training and we are committed to developing Teaching for Mastery in Maths across the school. Katrina is continuing to lead a Teacher Research Group with a different group of local schools and will continue to deliver training to teachers across Sussex.

What does Teaching for Mastery look like at Sandown now…

Children are taught in mixed attainment groups with strategic use of fluid and focused group work for teaching and learning particular concepts – as needed. Classes are kept closer together, working on similar concepts.
We are working to reduce differences in attainment for our struggling learners whilst at the same time offering rich mathematical opportunities for all to acquire a greater depth of understanding.
Challenge is provided in every lesson for all children through ‘Dong Nao Jin’ challenges. These challenges encourage children to think more deeply about the mathematical concepts. They are offered rich and sophisticated problems rather than any acceleration through new content.
Additional support may be given in the following ways: further use of equipment (to expose the structure of the maths), careful directed questioning, additional time or activities to consolidate understanding. These vary according to the needs of each child and may take place outside of the mathematics lesson. We are working towards a model of same day/ next day intervention to enable all children to ‘keep up not catch up’.
A ‘Growth Mindset’ is encouraged (across the curriculum).
Fluency –frequent additional practice is encouraged to support children’s fluency in number bonds, mental calculation strategies, multiplication and division facts and the application of these to larger numbers and decimals through explicit teaching and use of place value. We regularly hold ‘Teach My Family’ Maths parties where children invite their families into school to teach them fluency facts.
Problem Solving – Children are given opportunities to solve problems that enable them to use and apply the skills they have been taught.
Reasoning – Reasoning forms a key part of every mathematics session at Sandown. Key questions are planned into every session and children are given lots of opportunities to explain their thinking using full sentences and the correct mathematical vocabulary. Teacher/ pupil interaction explores in detail how answers were obtained, why the method/ strategy worked and what might be the most efficient method/strategy. Teachers are exploring the use of ‘stem’ sentences which the whole class say and repeat to support the language development of mathematical reasoning.
Engaging parents – parent workshops are regularly offered to support parents and carers in supporting their children with mathematics.
Governor support and challenge – the Governing Body has all received training and have regular updates on the impact of the approaches outlined with the opportunity to ask further questions. Many of our governors have visited lessons to see teaching for mastery in action.
Assessment – teachers record formative assessment against the national curriculum objectives using SIMs. Our assessment systems allow teachers to quickly identify underachievement and any gaps in knowledge and understanding that can then be swiftly addressed through the planning and teaching cycle. In this way, the teaching programme can be adjusted to enable bespoke provision for each cohort, group or individual as needed.

In the academic year 2018-2019, Katrina Pounder was selected by the National Centre in the Excellence of Teaching in Mathematics (NCETM) and the Department for Education (DfE) to take part in a prestigious teacher exchange with a partner school in Shanghai. The purpose of the exchange is to further develop the understanding and implementation of mastery approaches to teaching maths at Sandown and in partner schools regionally that she has been working with.

We welcomed two teachers from Shanghai to Sandown in January 2018 as part of this project and this enabled our teachers and some of our pupils to experience this approach first hand.

This article is was published by the Hastings Observer and The Times Educational Supplement:

Two mathematics teachers from schools in Shanghai spent two-weeks teaching maths at Sandown Primary School, Hastings from 15th January 2018-26th January 2018.

Over the last two years, teaching at Sandown primary school has developed to incorporate Mastery teaching principles. The positive impact of this approach was reflected in last years’ Key Stage Two SATs results where Sandown achieved the best Maths results in Hastings and St Leonards.

Wen Jiang worked and taught alongside Miss Katrina Plüss, who went on a research visit to Shanghai in September 2017. Wen Jiang taught in Year 5 with a focus on fractions.

Jiamin Shi worked and taught alongside Miss Sharon Byrne in Year 2. Jiamin Shi taught a sequence of lessons based on early multiplication.

On Monday 15th January 2018 Sandown Primary School welcomed their exchange teachers with an opening ceremony that showcased many areas of their broad and creative curriculum. Pupils danced, sang, performed in the spoken word and some younger pupils counted to ten in Mandarin. Sandown extended their welcome to members of the local and wider community, including The Strategic Board from The Sussex Maths Hub, representatives from East Sussex Local Education Authority and a representative from the NCETM.

During the fortnight, Sandown hosted several showcase lessons where they welcomed over 300 local teaching practitioners giving opportunity for a wide range of colleagues to experience, and learn from, a Mastery approach to teaching. Teachers observed two lessons, Year 2 and Year 5, and engaged in a Teacher Research Group discussion following the lessons. Following these showcase events, Sandown received many positive emails outlining the impact that the lessons had.

Carol Knights, Director of Secondary Mathematics for the NCETM commented,

**“the lessons were interesting and inspiring and revealed that a great deal of thought had gone into the planning of the sequence of lessons and no detail is left to chance.”

Danielle Cassell, Senior management SLES commented that,

“it was inspiring to see maths taught with such high expectations and emphasis on establishing conceptual development balanced with procedural understanding and fluency. Many colleagues engaged in professional thinking, discussion and debate.”

Jo Steadman, Sussex Maths Hub Lead, thanked Sandown Primary School’s dedication to the project:

“Thank you to Winnie and Sammie, to Katrina, Charlie, all the staff, the parents and especially the children who were a credit to your school during the exchange. I enjoyed the morning on Monday, and everyone was so positive.”

This exchange is part of a long-term project, run within the Maths Hubs programme, to help teachers in English schools introduce mastery approaches to teaching maths in their schools. To continue this project, Sandown Primary School hopes to establish a twinning link with Jianshe Primary School, Shanghai.

Sandown Primary School would like to thank Miss Katrina Plüss for her outstanding organisation and demonstrating what a great ambassador she is for both teaching for mastery and for the school.

This is the fourth such exchange being run as part of the National Maths Hubs programme, funded by the DfE, and coordinated by the National Centre for Excellence in the Teaching of Mathematics (NCETM).

For more information, see www.mathshubs.org.uk **or contact steve.mccormack@ncetm.org.uk

Sandown Primary School aims to promote pupils’ spiritual, moral, social and cultural development and prepares all pupils for the opportunities, responsibilities and experiences of life. Mathematics contributes to our SMSC development through:

Social development: through helping children work together productively on complex mathematical tasks and helping they see that the result is often better than any of them could achieve separately.
Moral development: helping children recognise how logical reasoning can be used to consider the consequences of particular decisions and choices and helping them learn the value of mathematical truth.
Spiritual development: through helping children obtain an insight into the infinite, and through explaining the underlying mathematical principles behind natural forms and patterns.
Cultural development: through helping children appreciate that mathematical thought contributes to the development of our culture and is becoming increasingly central to our highly technological future, and through recognising that mathematicians from many cultures have contributed to the development of modern day mathematics.

At Sandown Primary school we are continually striving to ‘Bring Home and School Together’. Every year group holds a ‘Teach My Family’ Maths Party during the year where children share their maths learning with their families. Children create a personal invitation that they send home to their parents and create a maths party bag full of mathematical resources and games. During the event the parents watch part of a maths lesson and then the children share their mathematical learning with their families. Take a look at some of the pictures from previous ‘Teach My Family’ Maths parties to see the children enjoying their maths learning.