The principal aim of the Maths Curriculum at South Kilvington is to create an ‘everyone can do maths’ culture. We strive to ensure all children are supported yet challenged to become confident mathematicians. We place great emphasis on developing understanding of the key concepts and language of maths, recalling key facts off by heart, and learning calculation strategies and methods to confidently reason and solve problems.
Maths is taught daily across the school following the CPR approach to developing mastery; Conceptual Understanding, Procedural Fluency, Reasoning and Problem Solving.
Teachers make use of a wide variety of practical resources for mastery teaching and follow the concrete, pictorial, then abstract sequence. For each topic theme key vocabulary, definitions and strategies are displayed on working walls in each classroom and pupils have Knowledge Organisers of these to support their learning. Teachers teach vocabulary and calculation methods appropriate to year group as set out in the Maths Vocabulary and Calculation Policy respectively.
In mixed classes (Classes 1-3) teachers organise teaching so that each year group’s different learning needs is addressed by matching objectives with similar themes where possible and teaching year specific objectives separately. The teaching sequence of National Curriculum objectives is broadly based on the White Rose scheme of learning, though some objectives are taught at a different time at South Kilvington. Please see the school’s Maths Progression Document for details.
Parents are actively encouraged to support their children with Maths homework and to help them to learn key maths facts at home. ‘Helping at Home’ Booklets for each year group setting out objectives, key vocabulary and calculation methods help them to do this.
Learning is assessed informally by teachers and teaching assistants during and following each lesson and any children requiring further teaching or additional practice receive ‘Boost’ intervention sessions where appropriate. Teachers undertake half-termly Arithmetic and termly Reasoning tests to track progress. Termly summative teacher assessments are recorded on the school pupil tracking system (Insight). The Maths Leader analyses data to identify any children at risk of not making expected progress and arranges appropriate support for these children. Children’s attainment and progress is discussed with parents at Parent Consultations and end of year summative assessments are reported to parents in the annual written report. The Maths Leader produces an annual report for governors reflecting on developments in maths teaching and learning throughout the year.
Unfortunately not the ones with chocolate chips.
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