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Mathematics at Halewood

Mathematics at Halewood Church of England Primary School

Position statement  September 2017


What is the school trying to do to take maths forward to a mastery of maths approach?

From September 2015 planning and teaching of mathematics will be based upon a mastery approach whereby children are given a deeper and broader understanding of the key mathematical concepts rather than being accelerated quickly through new content. We will follow the medium term mathematics plans written by the Liverpool mathematics team and will also use White Rose Hub small steps and reasoning resources.


What might be observed in a maths lesson?

  • Review of marking and feedback

  • Children working on related objectives

  • Basic skills practise

  • Teacher modelling & demonstrating – through images/manipulatives/ use of ICT – Small steps

  • Children using manipulatives/practical equipment – concrete conceptual understanding – Variation, representation and structure

  • Vocabulary – mathematical and reasoning vocabulary promoted throughout

  • Talk partners

  • Growth mind set culture where children learn from their mistakes

  • Open and probing questioning to deepen children's thinking – Mathematical thinking

  • Group work/ paired work/ independent work

  • Practice and consolidation or enquiry/problem solving tasks, dependent on stage in teaching sequence - Fluency

  • Application of skills in a variety of contexts to deepen understanding Problem solving and reasoning

  • Teaching assistant working with targeted children/group

  • Self assessment of learning

  • Peer assessment of learning


* Please note lesson structure will be very dependent on learning outcome/ stage in teaching sequence. Sometimes children will work independently from the start while others lessons will involve more teacher led modelling and interactive teaching.


How are interventions addressed quickly so that pupils can keep up?

  • Teacher/Teaching assistant focus groups are monitored and activities adapted during the lesson if necessary

  • PP+ children targeted - afternoon support KH/ST

  • Targeted support – afternoon KD

  • 1:1/ small group intervention following the lesson on the same day for children who have not grasped concepts

  • Pre-teaching to targeted children before new concepts are introduced – morning intervention groups


How are rapid graspers stretched?

  • Reasoning challenges

  • Enquiry tasks

  • Broader enrichment tasks in a range of contexts

  • Opportunities to write explanations

  • Opportunities to explain to others

  • Opportunities to generate own questions and problems - innovate


How is attainment and progress in mathematics tracked?

  • Daily marking and feedback identifies misconceptions which are then used as teaching points in reflection time

  • Intervention children – evaluation of learning by TA/Teacher

  • On-going review of KPIS/Learning objectives with a termly teacher judgement against an AWL standard

  • EYFS baseline autumn term/assessment tasks/observations

  • Y1-6 formative assessment – tests used alongside teacher assessment based upon class work/observations

  • Scaled scores from formative assessments inform school tracking system

  • Primary progress tracker