Maths
Hetton Primary School – Maths Progression Document
Maths
At Hetton Primary our approach to teaching Mathematics fosters and promotes our ethos and beliefs that all children can achieve and succeed.
We follow the Early Years Foundation Stage Statutory Framework and the National Curriculum, using the White Rose Maths scheme to form the basis of our planning throughout our school, from Pre-School to Year Six.
What is White Rose Maths?
The White Rose Maths ‘schemes of learning’ are hugely popular with schools in the UK and in many other countries, too. They also produce many other resources to help increase both fun and success in maths. Rooted in globally respected research, the resources are written by experienced, practising teachers and are available for pupils from nursery and primary years and through secondary school to GCSE.
For each year group, the scheme of learning comprises of individual blocks of learning about a particular topic with lots of time spent on building strong number skills. These important core skills lay a solid foundations for more complicated learning later on.
Each block of knowledge is divided into a series of small learning steps. Together, these small steps cover all the curriculum content that your child needs to know.
Brain science tells us that by learning maths in small, related chunks, your child will remember more. White Rose uses the best available research to map out the crucial learning steps that will help your child to understand clearly what they are learning.
You can find out more about our approach to Maths by viewing our Maths policy below.
Article 28 - Every child has the right to an education.
Number Sense
In Year One and Year Two, children have a 15-minute number sense session four times a week alongside regular maths sessions. Number Sense is also used in the autumn term in year 3 before moving on to Number Sense Times Tables.
Number sense is a number Facts fluency programme which teaches a core set of number facts and the calculation strategies that are used to solve them. Modelled on the phonics programmes used in early reading, the programme groups the grid facts and teaches them systematically alongside the calculation strategies that can be used to solve them. All facts are taught comprehensively on the path to fluency. To see the number facts taught, and for more information on the different strategies used, please see Parent Guides below.
Times Tables
We know that children who can recall facts enjoy and are able to secure the maths curriculum easier than the children who can’t recall these facts. We also know from research that depth is much more important than speed.
At Hetton we teach times table fluency separately from application of these facts in Lower Key Stage Two. We use a variety of activities which develop reasoning to secure number facts whilst almost always teaching other linked aspects of the curriculum at the same time. We have a systematic, whole class approach to teaching the times tables and it is taught little and often, for a few minutes a couple of times each day.
We follow these key principles when teaching times tables in Key Stage Two:
-We learn each number sentence as a memorised phrase by repeating the sound pattern out loud.
We learn each fact one way round only.
4 x 6 = becomes six fours are twenty four.
We always state the larger number first. The children very quickly become attuned to this and it helps in the learning process.
We learn one new fact at a time. We will look at 6 x 6 = 36 one day. Then 7 x 6 = the following day.
We don’t think about the answers – we want them to become known facts so we leave the answers on the board.
There are a wide range of materials and resources available to support your child with their maths at home. In Key Stage Two, the expectation is that children practice their times tables fluency. All children have a log-in for Times Tables Rock Star which can be used at home as a way to practice this times tables fluency.
Assessment TThere is no formal assessment for EYFS within the White Rose Maths schemes of learning.
On-going assessment is formative, based on observations, photographs, video, things that children have made or drawn and information from parents. The Development Matters document is used as a guide to making best-fit judgements about a child’s progress and attainment throughout the year. At the end of EYFS, children are assessed against the Early Learning Goal for Mathematics.
In Years 1- 6 the children are assessed on a termly basis and at the end of each block in the White Rose Maths scheme. Errors and misconceptions identified in the end of block assessment will be targeted during the opening to maths session in a daily maths meeting.
Assessment results are analysed and children are given an age related expectation from teacher assessment. This information is monitored by the Maths Subject Leader and Senior Leadership Team. Regular arithmetic and times table tests are also carried out and results recorded by individual teachers in Years 3-6 (Year 3 from Spring term onwards) through the Number Sense Times Tables program.
Formative Assessment:
Short term assessment is a feature of each lesson. Observations and careful questioning enable teachers to adjust lessons and brief other adults in the class if necessary.
At the end of each blocked unit of work, the children complete the carefully aligned
White Rose Maths ‘End of Unit Assessment’. The outcome of this is used by the teacher to
ensure that any identified gaps in understanding can be addressed before the next unit is
taught or through targeted DMM sessions.
Summative Assessment:
Teachers administer a termly arithmetic paper and reasoning and problem-solving paper
which specifically links to the coverage for that term. The results of these papers are used to
identify children’s ongoing target areas, which are communicated to the children, as well as
to parents and carers at Parents Evening. They are also used alongside the end of unit
assessments and outcomes of work, to inform the whole school tracking of attainment and
progress of each child. These areas are then targeted during DMM sessions across the next term.
There are no official grade boundaries for the end of term White Rose Assessments. However, in line with the KS1 and KS2 SATs, the following is a guideline:
- KS1 – Year 1 - a consistent score of approximately 60% (15/25) would indicate ‘Expected’ and 85% (21/25) would indicate ‘Greater Depth’.
- Year 2 - a consistent score of approximately 60% (21/35) would indicate ‘Expected’ and 85% (30/35) would indicate ‘Greater Depth’.
- KS2 - a consistent score of approximately 55% (28/50) would indicate ‘Expected’ and 86% (43/50) would indicate ‘Greater Depth’. These tests should be used to inform teacher assessment.
At the end of each term, all teachers attend a Pupil Progress meeting to share data and to discuss pupils who are ‘off target’ on Sims. These pupils should be placed into an Intervention/Booster group with a SMART target.
End of year data is used to measure the extent to which attainment gaps for
individuals and identified groups of learners are being closed. This data is used to inform
whole school and subject development priorities for the next school year.
Special Educational Needs
Children with SEN are taught within the daily Mathematics lesson and are encouraged to take part when and where possible (please see the section on differentiation).
Where applicable, children’s IPPs incorporate suitable objectives from the New Curriculum and teachers keep these objectives in mind when planning work.
Within the daily Mathematics lesson teachers not only provide activities to support children who find Mathematics difficult but also activities that provide appropriate challenges for children who are high achievers in Mathematics.
Equal Opportunities
We incorporate Mathematics into a wide range of cross-curricular subjects and seek to take advantage of multi-cultural aspects of Mathematics.
In the daily Mathematics lesson we support children with English as an additional language in a variety of ways. eg. repeating instructions, speaking clearly, emphasising key words, using picture cues, playing Mathematical games, encouraging children to join in counting, chanting, finger games and rhymes.
Reporting to parents
Parents are given opportunity to discuss their child’s progress on two separate occasions throughout the year. Written reports are distributed at the end of the Summer term.
Teachers use the information gathered from their half-termly assessments to help them comment on the progress of individual children.
Parental involvement
Sessions are held occasionally to inform parents about how to enhance their child’s learning in Maths and to inform them of some of the alternative methods of calculation, Y4 Multiplication checker, Y6 SATs support....
Monitoring and Evaluation
The Mathematics Subject Leader follows an annual action plan which has been prepared in line with the whole school development plan.
The Mathematics Subject Leader is released from the classroom in order to monitor standards of teaching and learning and to carry out scrutinies of children’s work. Findings from any monitoring are discussed initially with the Senior Leadership Team and also shared with teaching staff as appropriate.
The Governing Body
A governor responsible for Mathematics is identified from the governing body. Governors are invited to attend any Maths workshops or training days. The Subject Leader reports maths updates to the the governing body.
Parents Documents per Year Group
Parents guides to different strands of maths
Strand progression in calculation strategies
Key Vocabulary and Calculation strategies
Thanks to those parents who popped in to chat to me about the Year 4 MTC. If you have any further questions, don't hesitate to get in touch.
Please see below for the presentation - there are web links within it that will take you to online games to practise rapid recall of multiplication facts.