Part of the Lancaster Diocese

Lancaster Diocese Logo
Part of the Diocese of Lancaster

Interactive Bar

Search
Translate
St Cuthbert's Catholic School

St Margaret Mary Catholic Primary School

Maths

Impact, Implementation, Intent of the Mathematics Curriculum

St. Margaret Mary Catholic Primary School, Carlisle

 

At St Margaret Mary Catholic Primary School, the impact of our Mathematics Curriculum is such that the children achieve a knowledge of mathematics that has been scaffolded.  This gives children a deep understanding of the mathematical concepts they need to take them on to the next level in their learning and be able to solve mathematical problems in the real world.

 

Teachers are extremely knowledgeable about the curriculum and its pedagogy.   They know what the children’s next steps are and so are able to help every child to achieve their full potential.

 

Testbase is used as a way of collecting summative data and FFT used to analyse the children’s achievement and progress. We understand that this information is not always in-line with Teacher Assessment and can give conflicting results.  Recently, this discrepancy has been exacerbated by gaps in knowledge created by children missing school during the pandemic.  With this in mind, the school uses the Ready to Progress Criteria key indicators along-side summative data to enable us to get a clearer picture of where the children are and the areas which need more teaching to consolidate their learning.

 

The Mathematics Leader is able to look at all this information during ‘Termly Pupil Progress Meetings’ as well as use a range of information that is gathered.  Regular informal chats with class teachers using the Ready to Progress indicators; discussions with the children about Mathmatics; learning walks including observing the environment and behaviour for learning; as well as the scrutiny of books, are all ways in which the curriculum is monitored.  

Assessment data is used regularly to assess impact and more importantly, plan for further improvement. Using this data half termly, enables the school to take deliberate actions to improve effectiveness of the Mathematics Curriculum and its implementation.  The Mathematics Leader gathers evidence as described above to measure the impact of developments; measure improvement and then set new targets.

 

At St Margaret Mary, we have implemented a Mathematics Curriculum to support all learners, scaffolding their knowledge to create a greater understanding of  the mathematical concepts.

 

Implementation of the Mathematics Curriculum is primarily achieved by using ‘Hamleton Trust’ – the scheme written by Professor Ruth Merttens.  The scheme is used to guide the teachers’ planning.  Along-side this, the DfE’s Ready to Progress Criteria, enables the teachers to see the steps before and after each learning intention, to make sure that the children’s learning is solid.  The Ready to Progress Criteria also provides support and challenge for all levels of learners including those with SEN as well as gifted and talented Mathematicians.

 

Assessment data takes place in September as a baseline of what has been remembered from the previous year.   Following this, summative assessment is gathered termly.  This is inputted into FFT, giving us an analysis of strengths and weakness. Teachers also use the Ready to Progress Criteria to give formative assessment which is then woven through the teachers’ short term plans.

 

During the Foundation Stage, the children use concrete manipulatives to acquire a feel for number and develop early concepts. This is scaffolded using pictorial then more abstract representations as children move through the school. Good use of modelling and careful sequencing of lessons is key to good progress. Barriers to learning are broken down using a range of good questioning, targeting individual learners.  This  challenges the children’s thinking, allowing them to make links in their learning.

 

From Year 1 to Year 6,  the children’s learning is enhance with regular practice and half termly assessment in ‘Fast Maths’ (this is progression of their number bonds to 10, 20, followed by subtraction facts, tables and division).  Children also participate in a weekly lesson which enables the them to use their taught strategies in written arithmetic. This is also assessed every half term to measure progress and analyse any misconception or gaps in children’s learning.

 

Children are assessed on entry to Year 4 using the online times tables assessment which is timed and simulates the statutory from 2022 MTC (Multiplication Tables Check).  All children are required to participate in this national assessment towards the end of their Summer Term of Year 4.   Following this baseline test, children are then encouraged to practise their times tables at home and are given regular opportunity also practise in school.   In children’s pursuit to become more speedy at their recall of number facts, Times Tables Rockstars and Numbots are home learning platforms which the children have access to. Both of these resources encourage home learning and personal challenge.

 

Regular staff meetings are held to support teacher’s pedagogical content knowledge, ensuring that all staff know the best ways to teach and move children forwards in their learning.  This also means that there is a consistent approach throughout school so misconceptions as less likely occur.  Staff meeting and guidance is carried out by our Mathematics Leader who is a Mathematics Specialist.(MAST)

 

It is important that the ‘Whole School Mathematics Plan’ shows: what we want to teach, when we want to teach, it and how we are going to implement it.  Using assessment, we identify the aspects of the Mathematics Curriculum that needs to be taught more frequently than the scheme may suggest.    We always focus on the weaker areas in the school so as to scaffold and consolidate learning.  If the learning intention is securely embedded then certain areas may not need revisiting.

 

It is always important to ensure that the vast majority of children understand the learning intention before we move on. When solid small steps are taught, with most children keeping up, the class as a whole can move through the programme of study at roughly the same pace.  Using the ‘Ready to Progress Criteria’ enables teachers to know their class’ strengths and weaknesses which leads to less children needing intervention.  Where interventions are needed - these should be short and sharp - moving those children on quickly to fill the gaps they are missing.

 

It is our intention that children will be able to make useful connections and links between identified mathematical ideas.  We want pupils to have sufficient understanding of, and unconscious competence in prerequisite mathematical knowledge, concepts and procedures that are necessary to succeed in the specific mathematics tasks that they are set.  We aim for children to be able to tackle practical problems they are likely to encounter in adult life with an abundance of knowledge and deep understanding.

 

Numeracy

Mathematics will be at the core of your child’s schooling from the moment they start to the moment they leave. They will be involved in drawing, measuring, handling data and lots of other practical activities that will help your child to understand and enjoy the subject. The methods we are advocating are in line with the new National Curriculum (from September 2014). We hope this will be helpful to you and that you will be able to support your child in learning by heart the basic rules which will assist in mental recall eg. number bonds and multiplication tables.

 

The methods that we use in school may or may not be familiar to you. Children are often confused when they ask parents for help at home and they try to teach the methods that they themselves were taught. Knowing how the methods in this booklet work will help you to help your children.

All staff in school work from this document so that we can ensure the consistency of our approach and can make sure that the children move onto the next step when they are ready.

 

The four operations that are covered by this booklet are addition, subtraction, multiplication and division. Whichever operation is being taught the child needs to experience all of these steps to completely conquer it.

1) using objects

2) using pictures

3) using a numberline

4) using an expanded method

5) using a compact written method

 

To support our Mental maths we have introduced a scheme called Big Maths. This is a systematic approach teaching children basic skills using a chronological approach. Moving the children through the steps encouraging the children to know where they are in their learning and where they need to go next to achieve the next level.

To support parents and children you can access the new updated calculations booklet by using the following link:

All children in Key Stage  1 and Key Stage 2 have access to the Mathletics programme. This resource challenges the children rewarding them with certificates. The children are rewarded with a gold star badge when  they achieve gold. The children also receive a gold star when they know their tables.

 

Websites to promote your child’s learning of maths:

Key stage 1

Key Stage 2

Below you will find information about Key learning in Mathematics.
Top