Maths
Intent
Maths at Alexander Hosea is taught through a mastery approach. We believe that all children can develop an understanding of maths. The whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have an understanding of mathematical concepts.
Students are given time to think deeply about the maths and really understand concepts at a relational level rather than as a set of rules or procedures.
Teaching maths for mastery approach offers all pupils access to the full maths curriculum. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils.
Our maths curriculum differentiates through depth rather than acceleration. Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. However, advanced learners are not accelerated through to new content, instead those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on.
Our aim is to build resilient mathematicians who are not afraid to solve problems and have a foundation of different methods and strategies to draw on.
Implementation
In EYFS and KS1, children follow the Boolean Mastering Number programme where children are given the opportunity to embed their understanding of number and develop secure number fluency skills. Various manipulatives are used (Numicon, counters, diennes blocks…) but the Boolean programme focuses on the use of a rekenrek. Children are also introduced to the concept of subitising which means they can recognise how many objects there are in a set without the need to count them. There is also regular use of Numberblocks throughout the Mastering Number programme; engaging children and developing a secure understanding of individual numbers.
Our maths curriculum follows a fluency, reasoning and problem-solving approach. Children are taught a concept and have the opportunity to practise the skill (this is the fluency). Once they have grasped the concept, they will move on to reasoning, where they will have to explain their understanding using relevant mathematical language; and problem-solving, where they will need to apply a range of skills to solve a range of complex problems.
As in EYFS and KS1, children in KS2 also have access to a wide variety of manipulatives and resources to support their learning in maths including: dienes, place value counter, Numicon, fraction walls etc. Some of the resources are used online through either White Rose or Mathsbot (links below).
In Years 1-6, the National Curriculum for maths is taught using the ARE (age-related expectations) documents to ensure coverage of all objectives. Resources from White Rose and Gareth Metcalfe’s ISeeReasoning are used for reasoning and problem-solving challenges.
See below the AREs for objectives from each year group.
| EYFS | |
| Year 1 | ARE |
| Year 2 | ARE |
| Year 3 | ARE |
| Year 4 | ARE |
| Year 5 | ARE |
| Year 6 | ARE |
To support children’s mathematical learning further they have access to Mathletics and Times Tables Rockstars.
Impact
Teachers use ongoing assessment to monitor the mathematical progress of children throughout the year. Children’s progress and achievement against the ARE objectives is formally assessed three times a year. This information is then collated and analysed by the Head Teacher and Maths Leader to look at attainment and progress across the school.
Children’s attainment against the National Curriculum is measured at the end of KS1 and KS2 through SATS testing. Children perform well at the end of Key Stage, performing above national average in both Y2 and Y6 in the 2022 SATS.
Pupil conferencing of pupils in EYFS and KS1 shows that the Boolean Mastering Number programme is having a positive effect on children’s number fluency and confidence in maths.
Monitoring of maths provision across the school (book looks and observations) shows that children of all abilities access a range of fluency, reasoning and problem solving activities and use a range of manipulatives to support their learning.
Links
https://www.mathletics.com/uk/
https://mathsbot.com/manipulativeMenu
https://whiterosemaths.com/resources/digital-tools