Maths is everywhere and maths is fun!
We have adopted a mastery approach for the teaching of mathematics. This allows all pupils to move through the programmes of study at broadly the same pace. Underpinning this, is the belief that all pupils can achieve in maths. It will maximise the potential of every pupil’s ability and academic achievement. It will develop their confidence and competence.
Our main aims for all pupils are:
- To become fluent in the fundamentals of mathematics.
- To be able to reason mathematically
- To successfully solve problems by applying their mathematics knowledge
Our intent is that pupils who grasp concepts rapidly should be challenged. They will be offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding. This is done through the Same Day Intervention approach.
Mathematical skills are embedded within maths lessons. They are developed throughout the school consistently over time. We are committed to ensuring that mathematics mastery places emphasis on building essential knowledge and skills in mathematics year on year. We ensure pupils have access to a range of physical, manipulative and pictorial resources to help them apply their learning. Pupils have an understanding of how maths is essential to many aspects of everyday life.
We strive to have a culture where the pupils have a love of maths. We do this by inspiring pupils’ curiosity about the subject through challenges and the wider curriculum.
We encourage and develop our pupils’ knowledge of times tables. We introduce exciting ways to learn these facts. The pupils enjoy participating and challenging themselves and others. The use of supporting resources helps to build competitiveness and drive the pupils to learn these basic skills. These are then woven into their daily life within school and it is our intent that pupils are fluent in times tables up to 12 by year 4.
In EYFS, pupils are provided with opportunities to develop their fluency. and introduce reasoning and problem solving skills in number, shape, space and measure. They will use provision to master these areas of learning. They will apply this to a wider curriculum to observe and discuss mathematical findings in their play. We want our pupils to be confident and happy learners and set the foundations for their learning to build on this in later years.
In Key Stage 1, our aim is to ensure that pupils build on the fluency, reasoning and problem solving. we want them to have confidence and mental fluency with number, space and measure. Pupils will have different opportunities within the sessions to use a range of methods that allow them to be effective learners. They will move to Key Stage 2 with the next step of applying their knowledge to more complex problem solving. This means they can then begin to apply to deepen their understanding.
In Key Stage 2, our intent is that pupils will build on their prior learning to help them master approaches and solve sophisticated problems. We ensure that all pupils continue through the key stage, on their mastery journey, with curiosity and excitement. We ensure this is frequently applied in their lessons. Our mission is for all pupils to successfully leave our academy prepared to continue on the mastery journey into Key Stage 3.
At England Lane Academy, we use SDI as our teaching strategy. SDI stands for Same Day Intervention. Each day, pupils have their daily maths lesson, which is split into three parts.
- The first part is the ‘I do, you do’ part. During this part of the lesson, teachers expertly explain and show pupils a mathematical concept. Pupils have a chance to try themselves. This could be as a class, in a small group, or on their own, or in a small group.
- The second part of the session is where pupils have a chance to independently have a go at up to five questions, the types of which they’ve seen the teacher model, and have a go at themselves.
- The third part comes after a short break, which is usually assembly. Teachers assess pupils understanding of the concept and assign a final task. It could be a bronze task, where pupils are often re-taught a basic skill, or where there is a misconception identified. A silver task is assigned if pupils have shown that they can do it, but they just need more time to practise and consolidate a skill. A gold task is an extension. This further deepens knowledge and understanding. The task is often unseen and may involve the use of other skills and knowledge.
SDI is such an effective teaching strategy because it identifies pupils’ next steps in learning, whatever they are, in a timely and effective way. Pupils make rapid and sustained progress. Pupils are well equipped mathematicians, with the skills and knowledge to be successful at secondary school and beyond.