Mathematics is a core subject in the National Curriculum. At Peel Hall, Mathematics is taught daily from Nursery to Year 6 and through our cross curricular teaching, because we want children to see that mathematics plays a vital role in our everyday lives.
We are an inclusive school, therefore we strive to ensure that all pupils are successful in their learning of Mathematics and this is reflected in our teaching. Throughout the school, children are able to experience an inclusive approach taken from the Singapore style of teaching Mathematics, which is available to schools through Maths No Problem (a link is below). This style has international credibility, having improved Singapore’s standards in mathematical achievements globally, to one of the best in the world. This approach is now being taught successfully in many schools across the UK in order for children to achieve mastery of Mathematical concepts set out in the National Curriculum.
At Peel Hall, in order for all children to reach mastery and to develop an understanding to a greater depth, a Singapore style of teaching has been developed throughout the school. In Key Stage One, Maths No Problem materials have been purchased and implemented from September 2017. Its impact will be evaluated in order to extend this approach fully into KS2.
Children in Foundation Stage:
Have daily opportunities to experience Mathematical problem solving and an understanding of numbers. Mathematics begins with rhymes, songs and games for children to enjoy and real life maths situations simulated through role-play.
The children are taught daily through: –
- Whole class and group teaching
- Small focus groups
- Challenges and experiences through indoor and outdoor provision.
The Early Goals for Mathematics are Numbers, Shape, Space and Measures and are Prime Areas of Learning.
An initial baseline assessment is carried out in Reception using EExBA within the first six weeks of term. Practitioners then make observations of the children, in order to assess against the Early Learning Goals. Assessments are recorded on Classroom Monitor. At the end of the key stage, using evidence collected during the Foundation Stage, teachers are asked to consider whether children have met the expected standard to reach the Early Learning Goals. This information is reported to the Local Authority, DFE, and parents.
For children in KS1:
Lessons consist of children: –
- Having hands on experiences to solve a problem using concrete materials
- Sharing ideas and learning from each other to find solutions and deepen understanding to a greater depth
- Keeping a journal to reflect on learning
- Deepening understanding by reading mathematical texts
- Showing understanding through working independently.
Teachers are expected to complete formative assessments through observation, independent work and end of unit reviews and this information is recorded on Classroom Monitor. Year One will have an End of Year Assessment using an agreed test. In Year 2 half termly assessments will be completed using Rising Stars or previous SATS papers as well as completing Year Two SATS in May each year.
For children in KS2:
Maths lessons include a focus on mental strategies, these could be times tables, applying number bonds knowledge, using all four operations (addition, subtraction, division and multiplication) to solve more complex number calculations mentally and in a range of contexts.
Children have opportunities to: –
- Experiment with ways to solve a question or problem using concrete materials
- Share ideas and learning from each other to find solutions and deepen understanding to a greater depth
- Reflect on learning and evaluate processes in order to choose appropriate methods for the task
- Deepen understanding by learning about a range of methods
- Show understanding through working independently
- Practise mental maths skills
Teachers are expected to complete formative assessments through observation, independent work and short weekly tests and this information is recorded on Classroom Monitor. Key Stage Two children will also complete half termly assessments, where results are recorded. Each year group completes summative assessments in the form of optional SATs at the end of each year group and Year 6 complete end of Key Stage assessments in the form of the SATS in May.
Rigorous assessment ensures that all teachers and leaders are aware of gaps in learning so that appropriate interventions can be planned for in all year groups in order for children to reach individual targets and class targets.
As Subject leaders we will ensure that policies are put into practise in order to raise standards.
Miss J. Brownlee and Miss M. Bennett