Intent

At Bishop Ridley C of E Primary School, we aim to foster a love of mathematics and problem solving in the world around us. We hope to inspire curiosity and higher order thinking by delivering high-quality modelling, targeted questioning and engaging resources.

In line with our programme of study, White Rose Maths, we aim to carefully consider the sequence of our learning journey to ensure that all small steps are covered in enough detail for pupils to extend on their learning. Through constant retrieval and rehearsal, children are able to recap key knowledge and apply it within a range of mathematical problems whilst also understanding the progression how of learning and how it is built upon each lesson prior to it.

In addition, children are exposed to structured scaffolding that mirrors both presentation of method and problem-solving approaches. Children are given the tools to succeed and these are reinforced through the manipulatives used to aid visualisation and expose number patterns. We recognise the importance of independent exploration within number and allow children to experiment with this.

Towards the end of each topic in maths, low-stake tests are used to highlight strengths and expose areas of development for the children in that particular unit. It is important to use these more specific assessments to ensure children are tested on topics they have previously studied without impacting their motivation by assessing them against topics that have not been covered. This will have a positive impact on internalisation of key skills and knowledge.  

Implementation

 Each year group follows the objectives outlined in the National Curriculum. The scheme White Rose Maths is used to support teachers in planning and delivering lessons that meet the year group objectives within the National Curriculum and to ensure that all content is covered by the end of the academic year. Where appropriate, children who have mastered and shown greater depth within their current year group are challenged through a range of problems and higher-order thinking prompts.

Within White Rose Maths, children are exposed to elements of fluency, reasoning and problem solving as the lessons are designed around these three mathematical elements. Regardless of ability, all children should have access to fluency, reasoning and problem solving as well as opportunities to show greater depth of understanding using questioning appropriate to the ability of the child. 

In EYFS the `Statutory Framework for the Early Years Foundation Stage` and the non-statutory guidance of `Development Matters’ provides the long term planning in EYFS. To support further with their planning teachers have access to the White Rose Maths Early Years resources to support teachers with their lesson planning and provision available.

To allow teachers to design a creative and engaging curriculum, many teachers also have access to the following to supplement White Rose Maths:

- Third Space Learning

- NRICH

- NCETM

Within lessons children will have access to concrete resources in order to help them embed and understand new knowledge. Children will have access to concrete resources before moving onto pictorial representations and abstract problems. Children should have access to a range of different variations to support children achieving a deep understanding of a taught concept. 

Language is a crucial part of mathematics and at Bishop Ridley we ensure that children are exposed to a range of mathematical vocabulary which will be displayed in the classroom and referred to. Vocabulary will be current and used regularly within mathematics lessons. Children are encouraged to explain their thinking and use `because` to demonstrate their understanding. From the EYFS children are encouraged to talk and wonder about mathematics. 

Mathematics is taught contextually giving the mathematics the children are taught meaning and relevance to daily life. From EYFS mathematics is taught in a context to make learning more personalised and enjoyable for the children. 

Within Year 3 and Year 4 multiplication facts are reviewed daily to encourage children to be able to learn and recall multiplication and related division facts confidently. All children have access to Times Table Rockstar’s to continually practise their multiplication and division facts. Within Year 3 and 4 this is reviewed weekly to target specific times tables and provide focus for the weeks multiplication teaching. 

Within the EYFS and KS1, children have access to Numbots to practise and learn their number facts. Within Year 2 children will begin to transition from using Numbots and moving onto focusing on multiplication and division facts on Times Table Rockstar’s. 

Both Numbots and Times Table Rockstars can be accessed both at school and at home. 

Impact

The impact will talk a lot about how we know we have met our implementation. People will need to re-read what they’ve said and then consider how we know whether it has been met, such as through assessment, Target Tracker, provision maps and ways of checking retained knowledge.

• Children are happy learners who talk enthusiastically about their learning and eager to further their progress in maths. This was evident through learning walks and conversations with the children. Feedback from external practitioners also confirms the children can talk confidently about their learning but they need more work on understanding why they are learning this and what they have done prior to this.
• The impact of ‘mastery’ and the emphasis on accurate use of mathematical language is evident during class/pupil discussions. It is also evident through working walls and plans.
• Children’s fluency in number is improving through more regular arithmetic practice and timetables retrieval.
• More consistent teaching practices that are well-known to be more effective for pupil progress long term, evident across school book-looks and learning walks. Staff adopt a similar style of teaching that goes through both fluency and reading for a small-step, and follows a ‘I do, we do, you do’ approach.
• Teacher assessment of the depth of learning is also increasingly accurate. Formative and summative is recorded through half-termly assessment which is logged through Target Tracker.
• These factors ensure that we are able to achieve high standards, with achievement at the end of KS2 in-line with or above that of the national average, as well an increasing proportion of children demonstrating greater depth, at the end of each phase.