Mathematics at Sowerby

Mathematical Intent

Key Intentions: ‘Growing Courageous Learners’

At Sowerby Primary Academy we intend to:

• Ensure our children have access to a high-quality maths curriculum that is both challenging and enjoyable.
• Provide our children with a variety of mathematical opportunities, which will enable them to make the connections in learning needed to take ownership of their learning.
• Ensure children are positive mathematicians who are not afraid to take risks and can reason and explain their thinking clearly and confidently.
• Fully develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

Mathematical Implementation

EYFS

Pupils understanding of number is reinforced with daily counting and subitising practise, using Mastering Number working from class to group to individual with CPA (concrete, pictorial, abstract) approach.  Planning incorporates both NCTEM and White Rose Maths projects and is structured into two week blocks that focus on an in depth understanding of a number. There is a focus working within the number and all its concepts: value, shape, subitising, comparing, number bonds, operations, order and sequencing, pattern, problem solving, quantities and vocabulary.

• Teaching Sequence: Daily counting and subitising, recapping previous and linked learning, introducing new number and maths concepts through practical and investigatory approach.
• Reasoning and problem solving challenges incorporated in provision across the week linked to real life problems and introducing concepts of weight, height, measure, money and time.
• Engaging Maths provision is evident across most areas, including the outdoor area
• Working wall demonstrates variety of representations for weekly number
• Feedback to pupils is verbal and in the moment.
• KUNCU strategies are used so support catch up, e.g. pre teach, 5 minute boxes.

Key Stage 1

Pupils follow White Rose planning to support progression and continue to use Mastery Number to develop number sense and fluency and TT Rockstars is introduced to support times table recall. Planning follows the CPA approach and provides pupils opportunity to develop fluency, variation and mathematical thinking.

• Teaching sequence: Teacher modelled, paired and supported work then moving to independent practice 
• Working walls with modelled work evident to include reasoning, problem solving steps and relevant vocabulary
• Engaging provision areas provide interesting and relevant independent tasks to complete
• Reasoning and problem solving challenges incorporated in provision across the week.
• Maths areas to include a range of manipulatives and resources that are easily accessible and confidently used in lessons
• All work to be marked (teacher, peer, self) and verbal feedback given
• KUNCU strategies are used to support catch up, eg. pre-teaching, corrective teach, 5 minute boxes

Key Stage 2

Pupils follow White Rose planning to support progressions and use to TT Rockstars to aid times table recall and develop multiplicative thinking. Planning continues to follow the CPA approach and provides pupils the opportunity to develop fluency, variation and mathematical thinking.

• Teaching sequence: Teacher modelled, supported, then moving to independent practice 
• Working walls with modelled work evident to include reasoning, problem solving steps and relevant vocabulary.
• Maths areas to include a range of manipulatives and resources that are easily accessible and confidently used in lessons
• All work to be marked (teacher, peer, self) and verbal feedback given
• KUNCU strategies are used to support catch up, eg. pre-teaching, corrective teach and 5 minute boxes.
• Homework to review/consolidate prior learning using the structure: Last Week, This Week, KIRF Practise . Year 6 use the same structure in Autumn term then move on to SATs practise books from Spring term.
• Y6 Booster classes Arithmetic 2x weekly 35 minutes focusing on misconceptions/key arithmetic skills.