At Greasbrough Primary, we follow the White Rose maths scheme, with deepening understanding used to extend fluency, reasoning and problem solving. 

When teaching mathematics at Greasbrough, we provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures.  At Greasbrough Primary School we aim to equip all pupils with the skills and confidence to solve a range of problems through fluency with numbers and mathematical reasoning.

The three aims of the NC should be addressed every day:

Fluency – Reasoning – Problem Solving

Mathematics Planning

We teach mathematics to whole classes. Lessons are planned based on formative assessment of what students already know and we include all children in learning mathematical concepts.  We scaffold learning for children therefore even though they are taught in ability groups they are supported in moving along at the same pace to reach the same high expectations. Children are then further supported through concrete resources using the CPA approach. At the planning stage, teachers consider the scaffolding that may be required for children struggling to grasp concepts in the lesson and suitable challenge questions for those who may grasp the concepts rapidly. Staff have been heavily supported in planning in small steps using the White Rose planning support tools to ensure small steps of progression are made.

Teachers follow an agreed lesson structure which is as follows:

Most lessons will incorporate concrete resources at the beginning of each session and these are readily available to the children in all lessons.

Daily Count

Right from Foundation Stage all maths lessons include a daily count as we understand that children need regular opportunities to develop their fluency.  

Arithmetic

All Maths lessons start with an arithmetic session which allows children to practise concepts where they may need more practice.  From formative and summative assessments teachers identify areas where children need a revisit to ensure fluency and these are planned accordingly.  These short sessions are planned using a teach, practice, apply approach and quickly close gaps from assessments.

Main Teaching

In order to ensure children have a secure and deep understanding of the content taught, our plans can been adjusted to allow longer on topics so we can move more slowly through the curriculum if needed. We use the White Rose Hub small steps planning and the NCETM materials to support this progression within each maths lesson.  Teachers adapt each lesson to meet the needs of their children and add extra questioning/tasks which will allow children to learn the content more deeply.  The learning will focus on one key conceptual idea and connections are made across mathematical topics.  To outsiders it may appear that the pace of the lesson is slower, but progress and understanding is enhanced.

Questions will probe pupil understanding throughout, taking some children’s learning deeper. Responses are expected in full sentences, using precise mathematical vocabulary and sentence stems. Teachers use questioning throughout every lesson to check understanding – a variety of questions are used, but you will hear the same ones being repeated: How do you know? Can you prove it? Are you sure? Can you represent it another way? What’s the value? What’s the same/different about? Can you explain that? 

Pupils have opportunities throughout the lessons to talk to their partners and explain/clarify their thinking. They use sentence stems on the board to support them in their discussion.

SEND pupils may be supported by additional adults, different resources, differentiated activities. They will also complete additional activities outside of the mathematics lesson if necessary.

Maths books are used across the school. In books you will see a range of activities including those requiring written explanations of the children’s understanding.  You should not just see pages of similar calculations.  We promote ‘away from the desk’ maths to allow children to practise concepts in a practical way.  These may be evidenced through photos.

Marking and Feedback

A written next step or blue highlighting is given daily to ensure that children either consolidate their learning or a challenge is given to move their learning forward. Children respond to these next steps in reflection time at the beginning of the next lesson.

Same Day Interventions

In mathematics new learning is built upon previous understanding, so in order for learning to progress and to keep the class together pupils need to be supported to keep up and areas of difficulty must be dealt with as and when they occur. Ideally this would happen on the same day but this is not always possible so it may be the following morning but will be before new learning is introduced.

Assessment in Maths

Daily marking and feedback is provided to all pupils to allow them to celebrate their successes and also identify areas for improvement.  Daily reflection time is given at the start of each lesson for children to reflect on the marking.

At the end of each White Rose Maths block children complete an End of Block assessment to check their learning.  This is used by teachers to inform future arithmetic planning. Alongside this children complete fortnightly arithmetic tests to ensure all maths learning is regularly revisited and skills practised.  Children self-mark these and identify areas of strength and set themselves targets.  Weekly times tables tests also take place and children are tracked and interventions put in place if needed.

All children have a maths target mat in their learning journey that is used in most lessons.  Children are encouraged to self assess, with the support of their teacher, so they can clearly articulate their learning.

Maths in the Early Years

Children in EYFS explore mathematical concepts through active exploration and their everyday play based learning. Children are taught key concepts and application of number using a hands on practical approach.  EYFS practitioners provide opportunities for children to manipulate a variety of objects which supports their understanding of quantity and number.  The CPA approach is used when teaching children key mathematical skills.  Practitioners allow children time for exploration and the use of concrete objects helps to support children’s mathematical understanding.  Maths in the early years provides children with a solid foundation that will enable them to develop skills as they progress through their schooling and ensures children are ready for the National Curriculum.