We love Maths at Collierley Nursery and Primary School!
For children to be masters of mathematics: to have an understanding of how numbers and the number system operate and to be able to explain this.
- Mad4Maths (daily fluency) is accessed by all children across KS1 and 2 daily – in KS2 this is self-marked with the teacher modelling how to answer questions using good verbal explanations.
- The appropriate mathematical language for each year group is taught daily and children consolidate prior language learned across the years.
- Stem sentences and generalised maths statements are used to support the development of appropriate mathematical language daily.
- Children use full sentences using the correct mathematical vocabulary.
- Within every lesson, all children access mastery: problem solving, reasoning and fluency taught within a progressive lesson of small steps.
- Lessons are planned with the end points as a starting point for cohesive planning.
- Within lessons examples of Don’t Count Calculate are used for children to develop secure number sense and understanding.
- Within every lesson the children practise their counting skills and are taught to see links to known facts e.g. if you can count in 1s you can count in 0.1s, if you can count in 10ths you can count in 100ths etc
- Daily lessons involve children identifying the most efficient/accurate method of calculation for questions.
- Daily lessons provide children with empty box problems.
- White Rose Scheme of Learning is used as a basis for the curriculum overview with lessons adjusted where learning is not linked to appropriate year group.
- The NCTEM progressions documents are used to ensure new learning builds on prior learning and clear progression is happening across the topics across the school.
- Children are taught through visual representations.
- Children are taught to apply the bar modelling method.
- Children are taught to form numbers correctly from the outset and this is insisted upon throughout the school with one digit per square, one operation per square taught consistently.
- Knowledge organisers are used to support children in developing the key learning skills.
The Maths subject lead will monitor the following on a fortnightly basis:
- Progress against children knowing times tables and number facts
- Math books for consistency across the school in the implementation
Children are able to identify best methods of calculation across the whole school.
Children have a secure number fact base (in KS1 number bonds, doubles, times tables 2, 5 and 10).
Children know all times tables by the end of Y4.
Children meet the end of year expectations in their year group or their academic year group.
Children are able to apply learning to varying contexts.
Where children are unable to do this appropriate intervention is put in place and impact measured through precision teaching and Sandwell testing.