Compton C.E. Primary School

Intent

At Compton C.E. Primary School, we are on a journey embedding the Maths Mastery approach in our Maths teaching. We want all our children to develop into happy, confident mathematicians; research shows that this approach can aid children in making additional progress.

An important element of Maths Mastery is the idea that all pupils (including those with SEND, EAL or receiving PPG) can achieve and the whole class works together on one topic. While some children may require extra support to achieve this and some may be challenged to explore certain ideas further, the class is kept together on the same journey with no pupil left out.

To enable our pupils to achieve this alongside the aims of the national curriculum we ensure pupils:

Have the opportunity to reason mathematically

Develop skills to support deep understanding of mathematical concepts

Demonstrate their understanding using a range of learning styles (Concrete, Pictorial and Abstract)

Use mathematical vocabulary and sentence stems

This will enable them to make connections, develop fluency, solve problems and ultimately become confident, life-long mathematicians.

Implementation

We strive to achieve the following within our daily maths teaching:

• Daily mathematics lessons are well planned, using Whiterose mathematics as the base, enriched by reasoning skills and open-ended problems are integrated into our mathematics lessons. 
• All lessons will include a daily count task.
• Children will have weekly times tables tests.
• The use of APE (Answer, Prove it, Explain) to support children's ability to discuss concepts.
• Sentence stems are used to support correct use of mathematical vocabulary
• All pupils learn mathematical concepts using concrete apparatus, pictorial representations and abstract, formal methods
• Various AfL strategies used to determine where extra support/challenge is appropriate
• All children given the opportunity to explore concepts further
• ‘Mistakes’ being celebrated
• Pupils often mark their own work and each other’s work within the lesson and move themselves on to greater challenges – supported by the teacher
• We continue to use Mastering Number at Key Stage One and Foundation Stage as well as introducing it in year 3,4 and 5.  This means, Reception, Years 1,2,3,4 and 5 have a daily intensive focus on the number areas of the curriculum.  We believe children need more time to fully embed an understanding of number into their long-term memories.  The result of this will mean greater fluency in other areas of mathematics due to a solid foundation of number knowledge.

Impact

Teachers feel confident and supported in presenting well planned lessons that ensure development and progression of knowledge and skills.

Pupils have a positive, can do attitude to mathematics, able to reason and solve problems

Children use the CPA approach to support their learning.

Concepts are embedded within their long-term memory

•             Various AfL strategies used to determine where extra support/challenge is appropriate

•             Children beginning on the same task

•             All children given the opportunity to explore concepts further

‘Mistakes’ being celebrated

Formative Assessment

• Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.
• In every lesson children are given feedback in relationship to the small step that they have been working on in maths. If they have not met the objective then they will be given additional support. 
• Diagnostics – we use assessments to inform teaching and assess progress.​
• Weekly times tables tests. 

Summative Assessment:

• Year groups 1-6 use Whiterose tests at the end of each unit to help inform teacher assessment.
• Year groups 1-5 use NFER test each term to measure standardised score, track progress and monitor strengths and weaknesses.
• Years 2 and 6 use SATs to measure attainment. 
• Year 4 children will do a multiplication check in the Summer term.