At Bookwell, we deliver our Mathematics curriculum to ensure it follows the key aims of the National Curriculum. We aim to ensure that all pupils become fluent in the fundamentals of mathematics and in number so that pupils develop solid conceptual understanding and the ability to recall and apply key facts rapidly and accurately. Children at Bookwell are taught to reason mathematically by following a line of enquiry, finding connections and establishing relationships whilst using mathematical language. Our mathematics curriculum carefully sequences knowledge, concepts and procedures to build mathematical knowledge and skills systematically over time. Children are taught to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Bookwell we use ‘Effective Maths’ – a scheme based on the mastery approach to mathematics. Due to our whole class, step-by-step teaching, children at Bookwell are able to move through the curriculum at broadly the same pace. As a result of spending more time on fundamentals, the children can establish firm foundations on which to build their understanding. Because of our concrete-pictorial-abstract approach, children learn to see the connections in maths and understand that mathematics can be represented in different ways.
‘Effective Maths’ has used the ‘Ready to Progress’ guidance from the DfE to build in opportunities to check that children are ready to move on in their learning. It provides sufficient opportunities for planned revisits of previously learned knowledge, concepts and procedures; this is to ensure that, once learned, mathematical knowledge becomes deeply embedded in pupils’ memories; freeing pupils’ attention to work with independence, and apply their mathematical knowledge to more complex mathematics.
Those pupils behind age-related expectations are supported with targeted questioning and targeted support in lessons from adults. Children who grasp concepts rapidly are challenged with greater depth problems from within lessons.
Maths is included in other subject areas where appropriate, exposing children to mathematical thinking and concepts across the curriculum. Home learning and deliberate practise of key number facts is encouraged across school through participation on the Mathletics and Times Table Rockstars websites.
Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. They can articulate the context in which maths is being taught and relate this to real life purposes. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.
EVIDENCE IN KNOWLEDGE
Pupils know how and why maths is used in the outside world and in the workplace. They know about different ways that maths can be used to support their future potential. Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables.
EVIDENCE IN SKILLS
Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. They have the flexibility to move between different contexts and representations of maths. Children show a high level of pride in the presentation and understanding of the work. Teachers plan a range of opportunities to use maths inside and outside school.
Effective Maths includes quizzes for children to practise their understanding in different areas of maths before they are given end of unit assessments. We also use termly PUMA tests from Rising Stars, which give the children standardised scores. These assessments are used to inform future planning/interventions and to evaluate whether children have met the end points for their year.