Maths
PiXL-Primary-Times-Tables-Planner
At Sandringham and West Newton Primary Academy, we are dedicated to fostering an engaging and challenging Mathematics curriculum that caters to the needs of all children. Our primary objective is to equip every child with essential mathematical skills that will not only facilitate their progression through primary school but also lay a robust foundation for their future studies in high school and beyond. We firmly believe that a solid understanding of Mathematics is crucial for children to navigate the complexities of the world around them, empowering them to confidently apply these skills in real-life situations. By instilling a love for Mathematics, we aim to develop resilient learners who appreciate the subject’s practical applications and theoretical concepts.
Our Mathematics curriculum adheres to the objectives established in the National Curriculum for Mathematics 2014. We use the White Rose progression framework, which employs a small steps approach, to design an expansive curriculum that meets the diverse needs of our children. This framework has been aligned with the National Curriculum to ensure comprehensive coverage, while our selection of content also responds to trends identified through end-of-year assessments and Key Stage 2 SATs results.
Teachers develop yearly overviews to shape their lesson plans, tailoring instruction to the specific requirements of their classes throughout the academic year. Assessment data, particularly test outcomes, inform lesson planning and support the identification of students requiring intervention. We utilise Question Level Analyses (QLAs) as effective tools to guide teachers in identifying children in need of additional support or extension within the mathematical areas of our curriculum.
To facilitate the teaching and learning of mathematical skills, we employ the Concrete, Pictorial, Abstract (CPA) approach. This method is particularly effective as it ensures that manipulatives are accessible to all students, empowering them to grasp abstract concepts through tangible experiences.
Our ongoing assessment process primarily adopts formative assessment strategies, enabling teachers to discern which students have successfully internalised new concepts and who may require additional support. Consequently, weekly plans are adjusted to reflect the evolving needs of the children. Furthermore, we centre our curriculum around the development of fluency in key skills, allowing pupils to confidently apply their knowledge to problem-solving and reasoning tasks. A dedicated weekly session focuses on arithmetic fluency, bolstered by online platforms such as Tackling Tables, which provide additional practice opportunities.
Daily activities, including the ‘Number of the Day’, encourage rapid recall of mathematical skills. These activities require students to represent a given number in various forms, determine percentages, round it according to relevant skills, and engage with regularly updated questions.
Our curriculum also prioritises problem-solving and the application of acquired skills, whether through whole-class instruction or independent work, which is subsequently reviewed collectively or through collaborative exercises. As a school, we are actively implement a Maths Mastery approach, which incorporates various mastery principles into our curriculum, including the use of manipulatives, targeted intervention planning, and differentiated support; all of which are aimed at promoting inclusive learning environments.
A key emphasis of our curriculum is the mastery of times tables up to 12 by the end of Year 4. We use the Tackling Tables programme to facilitate the swift recall of multiplication facts. From Year 2 onwards, each child receives a dedicated times tables book for practice and is assessed weekly to ensure retention of these vital skills. We encourage children to learn their tables both in sequence and randomly, along with related division concepts. Parents are actively engaged in this learning process, and we believe this partnership fortifies the home-school connection.
Similar methodologies are applied in Key Stage 1 for the acquisition of number bonds, ensuring consistency across the curriculum.
In the Early Years Foundation Stage (EYFS) at Sandringham and West Newton Primary Academy, we leverage White Rose and Mastery at Number materials to support mathematical learning, with particular emphasis on interactive resources. The EYFS pedagogy motivates children to articulate their learning, thereby enhancing vocabulary and ensuring comprehensive participation.
This approach provides ample opportunity for mathematical discourse and enables children to revisit and rehearse skills, ultimately facilitating deeper learning. By concentrating on oracy, we build children’s confidence while allowing them to explore and express their understanding of mathematics through independent choice. Teachers play a pivotal role in scaffolding interactions and extending mathematical vocabulary effectively. Assessment of mathematical skills is conducted through teacher observation and recorded using Tapestry, while opportunities to practise these skills are embedded within continuous provision.
In our commitment to inclusivity, we recognise that some children may face learning difficulties that impede their progress in Mathematics. Class teachers are proactive in communicating concerns regarding students to the Special Educational Needs Coordinator (SENDCO). Should a child require additional support, they may receive tailored learning interventions. Additionally, students who do not qualify for SEND support but still require extra assistance may benefit from targeted interventions. This is meticulously tracked through our intervention tracker.
We offer a variety of specific interventions, including First Class @Number, Power of 2, Quality First Teaching, and Learning Assistant support, as well as an array of manipulatives designed to cater to diverse learning preferences and needs.
The impact of our Mathematics curriculum on our children is evident through demonstrated progress, sustained learning, and the development of transferable skills. By the time children complete their primary education, they emerge with bolstered confidence in their mathematical abilities, particularly in essential skills that underpin their future education.
Through diligent planning and assessment methods, including those facilitated by PiXL, we can identify and address gaps in learning, ensuring that every child receives the necessary support to progress from fluency to problem-solving. Ultimately, Sandringham and West Newton Primary Academy’s Mathematics curriculum is designed with the well-being and future success of our children at its heart, uniting rigour and engagement to cultivate a love for learning that endures.