- At Roebuck we want our children to receive a high-quality mathematics education that ensures that ALL pupils are fluent in the fundamentals of mathematics, have the ability to reason mathematically and can apply their knowledge and understanding to solve problems. We also want them to have an appreciation of the power of mathematics and a sense of fun and curiosity about the subject.
- Ensure that every child becomes confident in using and applying mathematics by the time they leave Roebuck Academy.
- To promote and instil a love for mathematics into pupils at all ages.
- To derive a Maths curriculum which is sequenced to develop the acquisition of knowledge and skills
At Roebuck Academy we use a mastery approach to teaching mathematics. We do this through using our scheme of work, Inspire Maths. It is a whole-school primary maths programme that provides everything needed to support a mastery approach to teaching and learning mathematics, and meet the higher expectation of the 2014 National Curriculum.
In the Early Years Foundation Stage maths is taught through the INSPIRE units that make use of NUMICON resources. Through these materials the children become familiar and confident in using and applying knowledge of number. Through teaching maths we give all the children ample opportunity to develop their understanding of number, measurement, pattern, shape and space through varied activities that allow them to enjoy, explore, practise and talk confidently about mathematics.
In Key Stages 1 and 2, maths is taught for an hour a day.
Each hour-long maths session is clearly broken down into:
5-A-Day arithmetic practice session (5 minutes)
Direct Teaching, exploration and Guided Practice to include Problems solving and reasoning with possible Rapid Intervention/Exploration at a Deeper Level.
We have supplemented Inspire with a daily calculation practice (5-A-Day) in every year group and weekly arithmetic and times-tables tests. These have improved fluency across the school and have led to a huge increase in the capability to use arithmetic methods.
Additional Fluency sessions are planned in to the start of Maths lessons and these are based on the Herts for learning fluency materials. The aim of these short sessions is to reignite prior knowledge of mathematical topics that have previously been taught and enable the children to develop confidence when
Inspire maths is based on the leading Singapore Maths it works by using accessible pupil textbooks to introduce concepts in a highly scaffolded way, enabling all children to develop critical thinking skills, make mathematical connections and become confident mathematicians.
The emphasis on a Concrete- Pictorial- Abstract approach (CPA), particularly the use of bar modelling, is introduced and forms the basis of maths teaching in school. Each new concept is consistently introduced based on previous learning; then subtle procedural variations in questioning deepen the children’s understanding, almost without them noticing!
Using Inspire Maths we expect the following to be seen in a typical maths lesson.
· A narrow focus; with depth, variation and precise questioning and dialogue with pupils to assess conceptual and procedural knowledge
· Less direct whole class teaching and more of an emphasis on independent exploration and guided practice.
· Children working independently at times either using manipulatives or working through text books and practice books that are designed to build speed and fluency and to deepen their understanding with carefully designed procedural variations and problem-solving challenges.
· More able children being challenged with complex, in-depth problem-solving and investigative tasks encouraging them to think harder.
· Teachers and TAs targeting any children who require more support, both during the lesson and in Rapid Intervention sessions held as soon as possible after the lesson.
· Children’s work will be marked in lessons where possible with adult support to correct misconceptions and next steps given to deepen and extend learning. Children are also encouraged to take ownership of the marking process and to self-assess the next steps in their learning.
In children's maths books we expect:
· High presentation expectations
· Clear evidence of progression with more able children completing additional and more challenging tasks
· Where children have received additional adult support or rapid Interventions this will also be clearly indicated.
·Clear evidence of curriculum coverage.
To help improve the children’s knowledge and application of their multiplication tables, children are given opportunities to learn tables in a variety of ways. Teachers systematically plan when tables are taught throughout the year to ensure that all tables are taught before the Year 4 Multiplication test in Summer Term. They employ a sequence that involves Learning tables, rehearsing tables, recalling tables and then Assessing their knowledge of table facts. To support this, Teachers make use of an online resource TT Rockstars, which the children are encouraged to access at home to help grow confidence in the quick recall of their times tables.
Use of INSPIRE Maths is consistently taught through the year in Year 1 to Year 6 with a higher focus on the use of Concrete- Pictorial- Abstract and this is most evident across the school when looking through children’s books. Problem-solving remains a focus for teachers to work on as some children still find this element of maths tricky. Through the focussed arithmetic sessions, confidence in the use of the four rules of number has increased throughout Key Stage 1 and key Stage 2.
Children enjoy using TT Rockstars and fluency in multiplication tables have improved across the school.