Maths Curriculum Leader: Mrs L Pridding
Intent:
The intent of the Maths Curriculum is support National Curriculum in its aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils 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.

can 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.
Implementation:
Each year group’s long term plans are based on the National Curriculum Objectives which have been arranged in a sequenced order to make links between mathematical areas. For example, area is taught following multiplication in order to give children opportunities to apply their learning.
Below is a copy of the Mathematics National Curriculum. The vocabulary is displayed on our working walls for each unit. Hindsford staff worked together to decide which of these words would benefit from a consistent definition across school. These definition can be found in the glossary below.
In Early Years, the children work towards achieving a Good Level of Development in Number and Shape, Space and Measures.
Within the classroom, there is an specifically designed to enhance to Maths as well as numbers and mathematical language being used in other
In Early Years, the children work towards achieving a Good Level of Development in Number and Shape, Space and Measures.
Within the classroom, there is an area specifically designed to enhance Maths which the children are encouraged to work in each day. In addition, mathematical language and numbers are displayed in other areas so that the children become emerged in Mathematics.
The children in Early Years, participate in one Maths lesson per day and each morning take part in a Maths Meeting, which is a daily session to reherse known facts and concepts such as patterns, time, counting, number recognition and tallying.
By the end of Early Years, the children should be able to:
Number:

Count reliably with numbers from one to 20.

Place them in order and say which number is one more or one less than a given number.

Using quantities and objects, add and subtract two singledigit numbers and count on or back to find the answer.

Solve problems, including doubling, halving and sharing.
Shape, Space & Measures:

Use everyday language to talk about size, weight, capacity, position, distance, time and money.

Compare quantities and objects and to solve problems.

Recognise, create and describe patterns.

Explore characteristics of everyday objects and shapes.

Use mathematical language to describe them.
In years 1 to 6, the children particpaite in 5 hourlong lessons per week.
Teachers may employ a range of lesson styles in order to maximise the learning opportunities of the class. These lessons include, but are not limited to:

Destination question lessons– the teacher has selected a question that they would expect the children to be able to answer by the end of the lesson. The question is given to the children at the start of the lesson so that the children who can already answer the question can be challenged to deepen their learning rather than being exposed to teacher input that will not move them on. The children who could not answer the question the first time will try again at the end of the lesson, or if required, a future lesson. If they are still unable to answer it, they have an extra catch up session out of the maths lesson in order to be ontrack for the next lesson.

Challenge lessons– a progression of difficulty is set out by the teacher. These often, but not always begin with fluency and progress to reasoning and problem solving. The children work though this continuum in order to consolidate and stretch their learning at the own pace. Children who are identified as having a good understanding of the area may start at a more challenging question.

Conceptual lessons– give the children the opportunity to explore maths. They are particularly important when children are being introduced to a new concept. For example, by building shapes with a specified volume using cubes. These may not be evident in books but should either form part of the working wall, be displayed on the blog or in the maths floor book.

Reactive lessons– when teaching a lesson, the teacher may uncover a misconception held with the majority of class. Although not strictly part of the objective, the teacher may plan and deliver a lesson in order to address the misconception. These lessons are not expected to occur often.

Differentiated lessons a more traditional style of lesson where work is differentiated for groups of learners.

Arithmetic fluency lessons– a chance for children to focus heavily on one particular fluency skill in order to become confident and apply the skill to future lessons. In this lesson, children are encouraged to use efficient methods, with a focus on speed and accuracy.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content.
Math Areas
Each class has a Maths Area with concrete resources for the children to use in order to further their learning. These areas are open to the children to access as and when they need support. The areas may also include games and activities that help the children to consolidate their learning.
Additional Provision:
Starters:
Maths lessons start with an activity to improve recall, speed and/or accuracy of maths knowledge and skills. The teacher will select starter activities suitable for particular cohorts at particular times. These starters may include:

Big Maths Beat That (either as standard or adapted to give more expose to a particular skill, varied fluency etc)

Quick Arithmetic (a selection of questions which the teacher has identified that the class need more practice with)

Mini Maths Missions (Fluency, varied fluency and intelligent questioning questions related to a particular skill)

Songs, games, chants, counting stick activities as appropriate for the class
Times Tables:
Each child has a TT Rock Stars account, used to rehearse recall of times tables on an engaging platform. Children in Year 2 upwards also sit a weekly Times Tables test where teachers ask a mixture of multiplication and division facts.
Maths Skills Time:
Each class has discreet time out of the Maths lesson to develop vital mathematical skills. This is needsbased for individual children and may consist of Number Sense Maths and Numbots (addition and subtraction), times tables practice, I SEE MATHS resources (reasoning and problem solving), and also gap analysis intervention. Gap analysis consists of teaching small, targeted groups of children who have been identified through summative assessment as requiring extra teaching in a specific learning objective.
TT Rockstars Day!
Once a year we have a Maths Day. It was a little different this year as we couldn’t get together and ‘Rock Out’ in the hall. We came to school dressed as our TTRockstar avatars, or a job that uses Maths. We had lots of builders, hairdressers, doctors and vets walking around, as well as some Maths teachers! Each class had a slot in our Forest School area to take part in some practical maths!
The focus of the day was for each class to catch up on an objective which hasn’t been taught due to COVID. Reception focused on capacity, Year 1 worked on grouping, Year 2 worked on estimating, Year 3 worked on data and statistics, Year 4 worked on perimeter and Year 5 and 6 worked on measuring and drawing angles!
Impact:
Our Maths Curriculum is high quality, well thought out and is planned to build on prior learning. If children are mastering objectives, they are deemed to be making good or better progress.
It is the intended impact of the Maths Curriculum that children:

become fluent in the fundamentals of mathematics.

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

can solve problems by applying their mathematics to a variety of routine and nonroutine problems.

Be inspired by Maths and want to learn more.
Maths Gallery:
Pupil Voice:
Positives:

Practical demonstrations and time to explore a concept with equipment such as making shapes with a fraction of yellow cubes.

‘It’s easy when Miss makes links to other areas of maths. It makes sense.’

Practical problem solving

Maths parties

‘Nandos lessons are the best!’ (She went on to explain that she likes being able to work at her own pace but also challenge herself.)

Destination questions give a sense of pride and make children try to be more accurate the first time around

TT Rockstars is wellreceived with children talking about how it’s made them faster and better in class.

Many children spoke about liking a challenge.
Things to Develop:

Some children felt that bar models were hard and didn’t make sense. (Some children felt that they hadn’t done enough before so they got too hard too quickly.)

Destination questions were seen as a negative by some children more work on Resilience/The Learning Pit needed.

More competitions like the Battle of the Bands (TT Rockstars).

More practical activities (some classes use them more than others)
When discussing the working walls, the children said that they used them a lot to find out how to lay out a calculation. They also spoke about liking having access to times tables grids when they needed them. Some classes said that they found having key words really useful for spellings for words such as ‘sphere’. Some children said that they liked how it always changes so that they know where to look for the help.
Parent Workshops:
So far in the Autumn term, two parent workshops have been held: one for Key Stage 1 and one for Key Stage 2.
The focus for the Key Stage 1 workshops was Big Maths Beat That and how this repeated recall of known facts positively impacts learning whilst reducing Maths Anxiety. The parents and grandparents who attended watched a demonstration of Year 6 children completing their Big Maths Beat That in order to see the progression through school. The parents were particularly impressed with how fast the children were when completing related facts such as 40 x 0.4
The focus for the Key Stage 2 workshop was also Big Maths Beat That, but also included a presentation by Year 6 children of Times Tables Rockstars. Again, the parents who attended were very positive about the workshop and said that it was useful to see Times Tables Rockstars in action as they can’t often see when their children use it on their phones. They also knew more about which game modes were most beneficial.
Next time a workshop is held, it will be at a later time in order to accommodate working parents. The planned focus will be times tables for years 3 and 4 to address the 2020 DfE times tables test.
Have Fun!
Click on the links below to be transported to other websites all about Maths, some with interactive games for you to play and get involved with.
Response to COVID 19:
Due to the 2021 national lockdown, we are now teaching Maths lessons remotely. In order to maximise the effectiveness of our remotelearning package, teachers are selecting and delivering the objectives which provide the greatest opportunities to be taught successfully online. The lessons therefore, may not not follow the long term plan. The objectives taught are being recorded by the teachers so that full coverage will be delivered by the end of the academic year.
Our Maths lessons are a combination of live lessons, and lessons prerecorded by the teacher, depending on the content being delivered. Our lessons structure has received positive praise from both the parents and pupils
Parent voice: ‘the prerecorded videos add much needed flexibility parents’
Year 6 pupil voice: ‘they [prerecorded videos] are better because we can listen again to the bit we get stuck on.
The prerecorded lessons start with a ‘Flashback 4’. This is four questions which recap previous learning and keep basic skills and knownfacts current. The lesson then moves on to a ‘direct teach’ where the teacher builds in questions and asks the children to pause the video whilst they have a go themselves. At the end of the video, children are given the opportunity to have a go at a range of questions independently. This work is then photographed and sent to the class teacher who will then provide feedback. Differentiated videos are recorded for children who have specific needs.
Examples of Remote Learning
Staff Training:
(In order of most recent)
June 2022: Subject Leader Training
March 2022: Subject Leader Training. Key totes fed back to wider staff
December 2021: Objectives reordered to capitilise on links between areas of maths. e.g. area taught through multiplication.
November 2021: Maths Book scrutiny, held with teachers
September 2021: All staff trained in ‘Number Sense’
July 2021: Subject leader training in ‘Number Sense’
June 2020: Vocabulary in Maths training and writing of a Hindsford Glossary
March 2021: Training on what makes a good response in Maths
December 2020: Whole staff training on the CPA approach and the use of manipulatives
October 2019: Consortium Maths Meeting – The New Ofsted Framework for Maths
September 2019: Lesson Study Staff Training – Maths Meeting
July 2019: Staff Meeting – Bar Modelling
July 2019: Curriculum Leader Training KS2 to KS3 Maths Transition Lesson Observations
June 2019: Maths Consortia Moderation
May 2019: Staff Meeting – Big Maths, Beat That
March 2019: Maths Consortia Moderation with Fred Longworth High School
February 2019: Staff Meeting – Destination Question
October 2018: Maths Consortia Moderation
September 2018: Subject Leader Training