Mathematics at Chad Vale Primary School

 

The purpose of teaching mathematics at Chad Vale, is to develop a sense of enjoyment and curiosity around mathematics, whilst enabling each pupil to develop the essential mathematical skills and understanding required for later life.

 

At Chad Vale Primary School, we use the White Rose Maths framework (WRM) which follows the National Curriculum and breaks the objectives into smaller steps. This ensures children learn all the necessary knowledge and skills required to achieve an objective in its entirety. The CPA (concrete – pictorial – abstract) approach allows children to develop a sound understanding of their calculations and ensures progression from Reception to Year Six. As a framework, WRM provides flexibility for teachers, allowing them to adapt their lessons and resources with other materials or content, in order to support and meet the needs of their pupils.

Intent

Our aim at Chad Vale is for pupils:

 

  • To cover all areas of mathematics for their particular year group, as set out by The National Curriculum 2014.

  • To build upon their existing knowledge and understanding year upon year from Reception through to Year 6.

  • To develop a sound understanding of mathematics, becoming confident and fluent in all areas.

  • To confidently recall number facts appropriate to their year group.

  • To deepen their understanding and apply their mathematical knowledge through fluency, reasoning and problem solving activities.

  • To develop resilience so that they are able to reason and solve problems with increasing confidence.

  • To use both their oral and writing skills in their explanations.

  • To review areas of learning so that they are able to retain what they learned so that it ‘sticks’.

Implementation

Teachers will:

  • Use the White Rose Maths (WRM) framework to guide their planning. The WRM follows The National Curriculum 2014 and breaks year group objectives into smaller ‘chunks’ and re-visits areas of learning.

  • Plan sequences of lessons which allow children to develop and refine their maths skills.

  • Set work which will help children to achieve the lesson objective before moving onto varied fluency, reasoning and problem-solving activities. 

  • Use their judgement to adapt lessons wherever necessary using different resources in order to support the needs of their pupils.

  • Consider children who are previous low attainers (P.L.A), SEN or EAL and adapt lessons/pupil work to support those who might be struggling.

  • Use the CPA approach to help pupil understanding and to share what they have learned.

  • Use a Maths Feedback Sheet to identify where pupils have achieved their lesson objective, need further support or should be challenged further in the following lesson and/or when the unit of work is repeated.

  • Use the Maths Feedback Sheet as assessment for learning (AFL) and to inform/adapt planning.

  • Give children the opportunity to review or practise something from their previous lesson through a Purple Polishing Pen Activity (PPA).

  • Continually use formative assessment during their lessons with summative assessments conducted at the end of each term.

  • Record attainment using the school’s assessment system - Educater.

  • Use these to plan next steps and inform future planning.

 

Impact

If the above are followed:

 

  • Children will be numerate, confident with the areas of mathematics set out in The National Curriculum and have the key skills required for their age group.

  • Children will be able to use skills, prior knowledge or tools at their disposal to answer questions and solve problems.

  • All children will make progress (including S.E.N.D, E.A.L and G&T) in line with their individual starting points.

  • All children will have the opportunity to achieve age related expectations (A.R.E) by the end of the academic year.

  • Children will be able to use their reasoning skills with increased confidence and accuracy and solve problems.

  • All children will enjoy mathematics and be confident mathematicians.

Long-Term Plan

The long-term plan outlines the units of work for each year group:

 

Year One

Year Two

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Year2.png

Year Three

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Year Five

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Year Four

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Year Six

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Examples of Pupils' work and photos of working:

Maths