MATHS AT RAVENSWOOD
At Ravenswood, we aim to create enthusiastic, reflective and deep-thinking mathematicians. Our pupils develop fluency of number through varied and frequent practice. Learning develops over a sequence of lessons, enabling children to apply their knowledge and become resilient, confident, independent learners. Our children can explain their thinking; opportunities for problem solving and reasoning enable children to apply their knowledge in different contexts and relate maths to the real world so they are well prepared for everyday life and future employment.
Our curriculum follows the National Curriculum, using the White Rose framework to support planning and assessment. Children are encouraged to explore concepts practically, through a variety of concrete apparatus such as Numicon and Base 10 materials, allowing them to deepen their understanding and make sense of key concepts. They then move to using more formal written methods. We use apps such as Numbots, Times Table Rockstars and White Rose One Minute Maths to support children’s learning and develop quick recall. Mathematical vocabulary is used by all teachers and this is discussed with and explained to children who are then encouraged to use it independently when talking about maths. Vocabulary is displayed on working walls and is referred to in lessons.
The Maths curriculum in EYFS is devised to develop a sound base of number within 10 then progressively moving towards 20 in readiness for KS1 with a specific focus on counting principles e.g. one to one correspondence, subitising and making sense of number. We ensure that opportunities for children to develop and embed their mathematical skills are catered for during both direct teaching and indirect teaching in our continuous provision. Practitioners provide creative and engaging opportunities for children to ignite their curiosity and enthusiasm for this subject. Children will develop a love of maths through play becoming confident, engaged learners exploring their new interests and learning through games, songs, rhymes and investigations using a range of concrete manipulatives.
From Year 1, lessons begin with quick calculations as a warm-up to revise previous learning, with oral and mental starters developing fluency and quick recall of number facts. Whole class teaching is broken into small, achievable steps using concrete materials and visual representations which the children then use in their independent work. Teachers ensure children are given ample time to consolidate new learning and build on previous knowledge. Opportunities to apply their knowledge and skills are provided through regular reasoning tasks, with teachers modelling strategies and solutions.
Weekly ‘Big Maths’ lessons allow children to practise calculation methods for the 4 rules of number. In Year 1, the children focus on addition and subtraction using apparatus such as Numicon, cubes or number lines. From Year 2, all 4 rules are introduced. Apparatus is available, if and when a child needs it and jottings are introduced to support independent work. Children progress through the school’s calculation policy to further their understanding of number and from Year 2, they apply the calculation methods in the context of word problems.
Opportunities for children to use their mathematical skills are provided across the curriculum such as data handling in science, understanding distance in geography and using angles accurately in coding.
Regular summative assessments as well as teachers’ formative assessments quickly identify any child at risk of falling behind. Teaching assistants give these children pre and post-teaching activities to allow them to access their lessons and to revisit any misconceptions. From Year 4, setting allows us to target the least able mathematicians with additional classroom support from teaching assistants so that they can consolidate their mathematical knowledge. Interventions that we have available include First Class at Number and Catch-Up Numeracy. Other children, who have been identified as not meeting age related expectations, may be given targeted 1:1 and small group teacher support, additional to their maths lesson.
Teachers make daily formative assessments to ensure their teaching meets the children’s needs. We use progress trackers to assess children against the National Curriculum on a termly basis, and this is supported by pupil progress meetings with members of the Senior Leadership Team. Termly summative assessments support teachers’ assessment judgements and highlight any areas of the curriculum that need reinforcing. This data is triangulated and shared with the next teacher allowing for continuity in the children’s learning. Summative assessments also include the end of Key Stage Two tests and the multiplication check in Year 4.
Data in Year 6 (2021-22 Maths SAT) shows that our lower attaining pupils made an average progress score of +4.03, which is well above the national expectation, showing that setting at this age is allowing them to catch up with their peers.
Children are given enrichment opportunities to use their mathematical skills across the curriculum. These include:
- Supporting staff in running the Book Fair
- Devising and running a stall at the school fair
- Collating house points.
- ‘Make £5 Grow’ scheme
- Baking club
Making score sheets and measuring in the House Athletics Challenge