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Forest View strives to develop confident Mathematicians who have a lifelong love for the subject. Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives.

What is our approach to Mathematics?

Our approach to Mathematics focuses on Mastery which promotes a deep understanding whilst recognising the need for fluency of number skills.

To ensure pupils have a thorough grasp of the concepts being taught the curriculum is broken down into smaller learning objectives. There is a focus on mathematical language, problem solving and reasoning, variation and a consistent use of the CPA (concrete, pictorial, abstract) approach. The small step learning objectives are contained in our ‘small steps’ documents, these ensure good progression throughout the math units and between the year groups. These small steps are predominately guided by White Rose, however teachers are able to exercise their professional judgement.

Lessons are mainly resourced through the White Rose website which supports the Mastery approach. Each lesson is underpinned by the 5 mastery concepts and follows a consistent lesson design:

  • Starter task (recap of previous concepts that link to main lesson or hook task)
  • Vocabulary
  • Stem sentences throughout lesson to aid mathematical talk
  • I do, we do, you do
  • Open high quality questions throughout
  • Addressing misconceptions
  • Main task – focus on fluency, reasoning and problem solving
  • Challenge

Also, lessons include lots of opportunities for practical hands on activities to develop a deeper level of understanding.

The school has a range of Mathematic interventions formal and informal that staff can use with any child who may be working below age-related expectations (ARE), at risk of falling behind their peers or who show potential to achieve the higher greater depth standard. Examples of interventions include Hands on Maths, Number Blocks and Power of 2.

The children take part in daily, 20 minute ‘Mini Maths’ sessions each week. This focuses on mental strategies in addition, subtraction, multiplication and division, for each year group. As well as this, important concepts are revisited e.g. column method in Y3/4, so methods are not forgotten and are repeated regularly. Teachers follow a mini maths overview which are created at the start of each term which outline a focus for each day. In UKS2, they follow arithmaquiz to prepare children for SATs style questions. For mini maths, lessons can be completed by using a range on concrete resources, questions answered on whiteboards or in a more formal way. Also, we use the master the curriculum revision starters.

EYFS to Y2 access ‘Mastering Number’. Children will develop a good number sense, become more fluent in calculations and increase their confidence and flexibility with number.

In KS2, the children take part in our ‘times table challenge’ at least once a week to become ‘maths champions’ in their year group. Below is an outline of how children can become a maths champion:

  • Y3 – 2x, 5x, 10x, 2 5 10 mix, 3x, 4x, 8x, 3 4 8 mix.
  • Y4 - 2x, 5x, 10x, 2 5 10 mix, 3x, 4x, 8x, 3 4 8 mix, 6x, 7x, 9x, 11x, 12x, mix of all times tables.
  • Y5 – 2x, 5x, 10x, 3x, 4x, 8x, 6x, 7x, 9x, 11x, 12x, ÷ facts up to 12x12, squared and cubed numbers, x by 10, 100, 1000, ÷ by 10, 100, 1000, x and ÷ by 10, 100, 1000 and using known facts.
  • Y6 – Same as Y5 plus the ‘ultimate challenge’

To improve rapid recall, they have 25 multiplication questions to answer in 2.5 minutes. This works out at 6 seconds per questions which aligns with the Y4 multiplication check. If children get all of the questions correct they move on to the next times table and finally become a maths champion. Throughout our maths curriculum the children have many opportunities to learn their times table and we encourage children to take ownership and practice these at home or at given times in school. Once children become a maths champion, they are still encouraged to keep practising their skills and in Y3 and Y4 they are given mixed up multiplication squares.

Also, the children use Times Table Rockstars to further develop their times table recall. They are able to access this at home and in school.

Y2 children begin their times table challenge in the summer term. To become a maths champion they need to complete their 2x, 5x, 10x and 2 5 10 mix. They are also given a longer time to do this (3 minutes) to ease them into the challenge gradually.

What does our approach to maths look like in the classroom?

  • Each unit focuses on the small steps to achieve the main objectives.
  • Previously taught skills are revisited through mini maths lessons.
  • Use of the CPA approach.
  • Books show progress across each unit and the year.
  • Children have access to learning packs with maths support sheets in them.
  • Maths vocabulary and key knowledge for each phase is presented on maths displays to support children.
  • Regular chances to develop children’s reasoning through specific open questioning.
  • Children encouraged to think about the most efficient ways of solving problems and calculations 1. Can I solve it mentally? 2. Can I solve it mentally with jottings? Do I need to use a formal written method?

How do we measure success in Mathematics?

  • Outcomes at the end of each assessment window and end point.
  • External and cluster moderation ensure judgements are accurate.
  • Children’s confidence in the subject.
  • Number of times table champions.
  • The ability to apply mathematical knowledge across the curriculum.
  • Photos and examples of work.
  • Subject specific language being used.