Our Intention for Maths
At Brixington Primary Academy, we believe that every child can, and should, be a mathematician. Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development, and in public decision-making. We aim for our children to be able to solve problems, reason and be fluent with their knowledge of number facts. As your child progresses through our school, we want them to feel confident in the subject, have a positive attitude towards learning in mathematics and build upon skills they already have.
Mathematics is essentially a proficiency that involves confidence and competence with numbers and measures. It requires these key ideas:
- an understanding of the number system;
- a repertoire of computational skills;
- an inclination and ability to solve number problems in a variety of contexts;
- a practical understanding of the world around them within the context of their everyday life;
- the development of skills of using and applying;
- knowledge and understanding of numbers and the number system, calculations, shape, space and measures and handling data.
Language and dialogue are a key part of maths lessons at Brixington Primary Academy; high quality discussion is valued and children are supported through targeted questioning and the use of sentence stems to structure talk. Children are encouraged to answer in full sentences and to and to discuss their thinking around the area of maths being learnt. Planning of maths includes concrete, pictorial and abstract representations alongside a focus on fluency, problem solving and reasoning to ensure understanding of all skills. Our calculation policy lays out the methods which teachers will use when planning sequences.
Planning and Progression
At Brixington Primary Academy, we base Foundation Stage planning on a long term plan integrating the 6 areas of learning (including mathematical development and the Early Learning Goals for numbers as labels and for counting and for calculating.)
Within Key Stages 1 and year 3, planning will be based on the small steps sequences developed by the NCETM. In Years 4,5 and 6 planning follows the small steps as set out by White Rose. Both of these consists of a set of teaching programmes for each year group which are broken down into clear, sequential steps for learning.
Our short term planning is built around the our Brixington Maths Principles:
1. Learning objectives will be carefully chosen and clearly communicated in each lesson
2. Lessons will build on prior learning and address misconceptions and gaps in understanding.
3. Lessons will develop fluency of key number facts as set out in non-negotiables for each year group.
4. Activities/Tasks are designed to stretch, challenge and support all learners.
5. Lessons will include opportunities for problem-solving
6. Teaching inputs are based upon representations, modelling, developing key vocabulary and using sentence stems.
Assessment for Learning is continuous and will inform planning. At the start of each unit of work, teachers will assess the pupils’ knowledge and understanding. This assessment may take the form of, for example, questioning, discussion or concept mapping.
Teachers record information referring to children’s achievements and progress, using the school’s tracking system and can be used by the class teacher and leadership team for gaps analysis.
Summative assessments are carried out each term which are age standardised to ensure progress throughout the school.
The Maths lead and HOTL are responsible for evaluating the overall impact of the mathematics curriculum on standards and for ensuring good continuity and progression in mathematics through the school. They are also responsible for keeping up-to-date with new developments and for ensuring relevant information is disseminated to the whole staff.