Vision

Our vision is for all children to leave Lynsted as confident mathematicians, able to articulate their thinking, make connections between areas of learning and become creative problem solvers.

Intent

At Lynsted, our mathematics curriculum is designed to provide children with an understanding of number and develop their calculation, reasoning and problem solving skills. We ensure that children are fluent in their knowledge of maths facts and can apply these to practical and complex problems. They develop resilience and perseverance so that they are prepared for the future.

In our curriculum, children are encouraged to make connections between mathematical concepts and notice patterns, as well as being taught how to articulate these observations. At Lynsted, children apply the knowledge and skills they have gained in Maths to other subjects and are aware of the value and creativity of mathematics in the wider world.

Implementation

At Lynsted, we follow the mastery approach to Mathematics which ensures that children have an in depth understanding of each mathematical concept. Through the sequence: concrete, pictorial and then abstract, children develop a deep understanding and are able to apply their knowledge in a range of contexts. Children use a wide range of representations to support their understanding. The use of Mathematical language is embedded throughout our curriculum to enable children to articulate their reasoning.

We use the White Rose Curriculum to provide children with a sequence of learning which follows Mastery principles, provides a variation of questioning which develops children’s reasoning skills and enables children to have a “can do” approach to Maths. Mathematical concepts are introduced in a series of small steps to ensure the children have understood each part of the process. All children are given the same opportunities to learn, but may need further support in the form of resources used and adult guidance. Children may also need small group intervention work to help them master specific skills.

In our lower school (Early Years and Year 1) we use a daily Mastering Number lesson which further develops children’s ability to subitise (say how many of a small number of items there are without counting), understand the composition of numbers and compare numbers. In years 2 through to 6, lessons also incorporate both Fluent in Five to practise arithmetic skills and White Rose's Flashback 4 to revise mathematical concepts from last week, last term and last year to ensure continued retrieval and consolidation.

Children’s understanding is assessed throughout each lesson through the use of questioning and individual practise. End of unit assessments from White Rose are also used to ensure that children have retained knowledge and interventions provided for children who have gaps in their understanding. In key stage 2, children are given summative assessments from White Rose 3 times per year (Autumn, Spring Summer) to ensure retention and identify gaps to allow for catch-up teaching and intervention wherever possible.

Impact

Children have a positive attitude towards Maths and enjoy sharing what they have noticed. They use mathematical vocabulary to explain their thinking and can apply their knowledge in a range of contexts. Children have a secure understanding of number facts and can explain why it is useful for them to know these.

Scheme

We use the White Rose Curriculum to provide children with a sequence of learning which follows Mastery principles, provides a variation of questioning which develops children’s reasoning skills and enables children to have a “can do” approach to Maths. Mathematical concepts are introduced in a series of small steps to ensure the children have understood each part of the process. In the Early Years, we use Mastering Number as the main teaching sequence, as well as taking sections on Shape, Space and Measure from White Rose.

Children have online access to Numbots in Key Stage 1 (to help with subitising and number bonds) and Times Table Rockstars from Year 2 onwards to help with their learning of their Times Tables.

Assessment

Maths is assessed daily using the marking code. End of unit tests support teacher assessments and summative assessments from White Rose are completed for all children in KS2.

To support this process teachers, receive regular CPD in assessing maths led from the Maths Lead. Regular in-house moderation of maths ensures that teachers have similar expectations in our assessments. Moderation within the Trust takes place 3x per year, where we take the opportunity for people in the same year groups to cross moderate.

Inclusion

We believe that all our children can make progress and be successful in maths; we have high expectations for all. Our emphasis on mathematical vocabulary ensures that children develop their own vocabulary and have the ability to discuss maths. Skills are taught in small steps to ensure that children master each part before moving on. Same day interventions for children who have not mastered these steps allow children to keep up rather than catch up.

Manipulatives such as Base 10 and place value counters and charts are used to support children’s understanding of the concepts being taught and are available for the children to use when they feel they are required. Children are taught how to use supporting resources such as number lines, number and times table squares are available for children to use when required. Our children are taught to use jottings and models to support their understanding as well as more formal methods of calculation. In addition, children may be given small group support during lessons and interventions to help them master specific skills.

SMSC

Our Mathematics curriculum supports children’ social growth by developing their communication skills through their explanations and reasoning. They use paired work to explore new learning and enrich their vocabulary through the use of Mathematical language. Children are encouraged to see the creativity of Maths. Lessons in Art week and STEM week are dedicated to exploring the links between Mathematics and Art. Twice a year, our year 4 take part in times tables challenge afternoons which help our children build their team working and problem solving skills.

Year 4 Multiplication Check

In Year 4, the children will undertake the MTC. Children from Year 3 upwards use TT Rockstars to familiarise them with the format of the MTC and practise multiplication tables. Children complete a baseline assessment and are assessed termly in order that progress can be tracked. Timestables teaching is included  in the daily fluency lessons.