INTENT: our objective is to raise standards in Maths.
The National Curriculum for Maths aims to ensure that all children:
Become fluent in the fundamentals of Mathematics
Are able to reason mathematically
Can solve problems by applying their Mathematics
Fluency, Reasoning and Problem Solving are firmly embedded in our maths sequence of lessons. These skills are consistently built on over time, allowing for children to develop a lasting understanding of mathematical procedures and concepts. We aim for children to be enthused about their learning and become curious about the patterns and links that can be made in maths. We want all children to experience engaging maths investigations and activities, and to enjoy success in the subject by showing their ability to share ideas and reason mathematically. We recognise that children work at different levels and for some they need different strategies and support to develop their fluency, reasoning and problem solving. Our aim is for all pupils, including those with SEND, to have access to manipulatives and concrete representations to aid their learning at their level.
Implementation: how we will deliver our planned objectives
At St Erth we have developed a detailed, structured curriculum that is mapped out across all phases with a supporting calculation policy. This helps to develop a consistent and progressive approach to teaching maths across all age groups
With the support of the NCTEM and local Maths Hubs we continually develop our teaching practice and design our lessons and activities with great care. Small, carefully sequenced steps are planned to help build a deep conceptual knowledge alongside developing procedural fluency. Concrete and pictorial representations of mathematics are also chosen carefully to help explain reasoning and secure understanding.
Class teachers are clear that their role is to teach in a precise way which makes it possible for all pupils to engage successfully with tasks at the expected level of challenge. They design and select quality bespoke questions and worksheets that allow pupils to show their understanding. Pupils can use these to return to topics studied, for consolidation and for revision.
The method of teaching Maths at St Erth means that those with SEND in this area are automatically considered and may use a higher level of concrete manipulatives and examples to embed their fluency, enabling them to move onto reasoning and problem solving at their level.
Impact: how we will measure the effectiveness of our actions
Throughout each lesson formative assessment takes place and feedback is given to the children in the moment which allows them to address misconceptions or make new links immediately. Teacher’s then use this assessment to influence their planning and ensure that they are not moving forward too quickly. As a result the majority of pupils move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems/questions before any acceleration through new content. Those who are not sufficiently fluent are given extra time and support to consolidate their understanding, through additional practice in Maths On Track (MOT).
The balance of this approach enables the success of each child in making progress which in turn leads to improved outcomes for all pupils at the end of each Key Stage.
Supporting pupils with SEND in the Maths curriculum at St Erth
Our aim for all children with SEND is for them to be happy, ready to lean, accessing the curriculum and making progress. At St Erth School adaptations are made in our mathematics curriculum to help ensure that all students, regardless of their individual needs or learning styles, can successfully engage with mathematical concepts. These adaptations can be particularly beneficial for students with disabilities, learning difficulties. Below are some examples of adaptations that can be employed:
- Differentiated Instruction: Tailoring teaching methods and materials to meet the diverse needs of students.
- Use of Manipulatives: Incorporating physical objects like blocks, base 10, rekenreks, counters or fraction tiles to help students understand abstract concepts.
- Visual Aids: Use of charts, graphs, diagrams, and visual organisers to illustrate mathematical concepts.
- Flexible Seating Arrangements: Children are positioned appropriate to their need.
- Quiet Areas: Designated quiet spaces for students who need a less distracting environment.
- Accessible Materials: Ensuring all students have access to necessary tools and resources, such as calculators, rulers, or manipulatives.
- Extended Time: Allowing extra time for completing tests and assignments.
- Breaks During Assessments: Where possible, providing breaks to help students manage their focus and stamina.
- Math Software and Apps: Utilising educational software that provides interactive and adaptive learning experiences. We use Doodlemaths throughout the school.
- Same day interventions: 'Maths on Track' or 'MOT'. Providing children with same day one to one or small group support to ensure they are ready for the next days learning and can consolidate new information.
- Short term interventions: Where pupils have an identified difficulty in a specific area, they can be provided regular support. This can be either one to one or in small groups.
