Maths

At Sherrier we take a mastery approach towards our teaching of mathematics. A mastery approach involves breaking down larger learning goals in to smaller steps.  It means that pupils acquire a deep, long-term, secure and adaptable understanding of maths, which they continue to build upon year on year. Through our teaching of maths, children will have opportunities to explore new learning and develop an understanding of a range of methods they can use to solve problems as well as provide detailed reasoning and explanations for what they have done. Within our maths teaching, we at Sherrier aim for our children to:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

  • solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

  • leave our school with appreciation and enthusiasm for Maths and know that Maths is essential to everyday life.

Calculation Policy

Planning 

1. Long term: National Curriculum

2. Medium term: Yearly overview and Unit overviews provided by Power Maths Scheme – linked to National Curriculum.

3. Short term: – Daily ‘Flashbacks’ which promote quick recall of previous learning followed by daily lessons that consist of a Discover, Share and Think Together section that are taught whole class by the teacher. These are then followed by independent work within the practice book. The lesson is finished off with a reflection on the teaching to consolidate learning. This is an element of the lesson, which all children will complete.

4. Interventions planned for children based on their assessment data in termly Head Start assessments or mock SAT assessments in Yr 2 and 6.

Teaching 

‘Quality first teaching’ linked to teaching standards:

All teachers:

1. ‘Know where their children are’ through the use of concise summative assessment, prior learning, assessment, maths talk and whole class marking

2. ‘Understand where their children need to be’ through a secure understanding of year group expectations and/or pre-key stage expectations and incisive,

ongoing, formative assessment

3. ‘Know how they are going to get them there’ through the use of a range of strategies to promote independence, mastery and high expectations of ALL.

4. Effectively deploy adults, specifically during introductions, plenaries, flashbacks and interventions. Adults are used to plan for progression during and between lessons.

5. Receive coaching support with planning, teaching and assessment. Carried out by Maths lead and Senior Leader.

Assessment

Summative/reported – Headstart materials and Previous SATS materials in Year 2/6

Standardisation (YR, Y2– Y6)

Summative/ diagnostic (where necessary) – Power Maths End of Unit Checks

Formative / ongoing – Whole class feedback booklets along with marking of Power Maths practice books (See marking and feedback policy)

Prior & Post learning – informs future planning, demonstrates progress in books, celebrates effort and achievement.

Moderation 

1. In-house

2. Across the Multi-Academy Trust

3. Local Authority

All of the above will be monitored and discussed during pupil progress meeting and staff performance management. These will also be discussed in termly moderations meetings with Maths lead.

  • Following the effective implementation of Sherrier’s Maths curriculum pupils should be able to:

  • Quickly recall facts and procedures

  • Flexibly and fluidly move between different contexts and representations of mathematics.

  • Recognise relationships and make connections in mathematics

  • Reason about their calculations and recognise/explain mistakes

 ‘A mathematical concept or skill has been 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.’ These will be assessed through: assessment, tracking, pupil progress meetings, performance management and moderation