At Chalford Hill we use the Primary progression document overview produced by the White Rose Maths hub together with the related schemes of learning as a basis for our planning in mathematics.

White Rose progression document

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In KS2, all children will receive a 15 minute Fluency lesson in addition to their main 45-60 minute maths lesson.  The aim of fluency lessons is for children to practise and consolidate number and calcualtion skills that have been previously taught.  The focus on depth and mastery in our main maths lessons means that children may not practise certain skills for many weeks.  Fluency lessons, therefore, ensure regular revision and consolidation of skills from across the maths curriculum.  Fluency lessons may or may not link directly with the learning in the main maths lesson on a given day.

Recording of work in Fluency lessons will range from informal jottings to formal written calculations and will be done in a dedicated maths Fluency book - but there is no expectation that there will be recording during every lesson, especially if the lesson focuses on mental arithmetic.

The purpose of fluency lessons is to allow children to revisit, practise and remember more.

From Year 2, children will begin to learn their times tables facts in a more formal way. By the end of year 4 it is expected that all children will able to rapidly recall all times tables facts up to 12 x 12 along with the related division facts – and there is now a national times tables check to find out the % of children who meet this standard. In addition to daily practise in class we use the following programmes to support, motivate and celebrate the children’s progress in learning their tables.

Times tables rockstars is an online platform that motivates children to practise their times tables in a game style format. Children practise tables by playing a selection of rock n roll themed games that test their quick recall of tables facts. Many children also use an app called ‘Hit the button’.

Children are continually assessed against the key National Curriculum objectives for their year group.

Assessment for learning is the basis of effective classroom practice. At each stage of the lesson, our staff use elicitations and ongoing formative assessment to make decisions about the learning of each child; whether this be to support, consolidate or extend their learning.

In addition to the ongoing formative assessment during lessons and marking of work in books, we also use the White Rose End of Term Maths tests to provide summative assessment data. The children sit the tests at the end of terms 2, 4 and 6 - data from the tests is used alongside other evidence to make a summative teacher judgment of each child’s attainment at these points.

End of block and end of term judgments are recorded in the ‘insight’ assessment grid and tracker.

Many teachers also choose to use the short, end of block tests produced by White Rose Maths – these can help to make judgments against individual objectives and address misconceptions accordingly.

We undertake regular in-house moderation of Maths work, as well as Cluster moderation involving local schools of similar size and demographic. 

White Rose Maths:

The EYFS class also use the White Rose Maths scheme of work as a basis for our planning in mathematics.

Lessons:

We follow the ‘White Rose Maths Mastery’ (WRM) approach in Reception with an emphasis on studying key skills of number, calculation, shape and measures so that pupils develop deep understanding and the acquisition of mathematical language. We supplement the WRM scheme with whole class fluency sessions supported by ‘NCETM Mastering Number’. Pupils learn through regular opportunities to play with and explore maths resources in independent learning, through games and through teacher led whole class and small group activities using concrete manipulatives. These collaborative and practical mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts. Teaching mathematics in such a practical way supports our children to become logical problem solvers that can demonstrate resilience and justification when learning. This approach to teaching Maths ensures children gain progressive mathematical knowledge and skills as they continue their journey through KS1.

Our ambition is to ensure that maths is playful so that children become cheerful, not fearful mathematicians (Gifford, S. 2018). We believe that providing enriching opportunities to explore and develop maths in ways that make sense to the children enables them to achieve success (DCSF 2008).

Lessons take the form of adult–led whole class inputs and small group activities. However, we also provide carefully planned, play-based ‘independent learning’ opportunities across different areas of learning. For example, making springy-leg spiders in the craft area, counting the right amount of objects into numbered buckets in the sand tray and singing number songs and rhymes in music. Within these ‘independent learning’ opportunities, we encourage the children to follow their own mathematical interests and aim to adapt our teaching to respond to their needs, taking learning forward.

Much focus is given to the use of concrete resources to underpin learning, with a wide range freely available to children at all times. When counting and representing numbers, real life objects are used before moving onto objects that have slight differences. ‘10 frames’ and whole part models are introduced to help develop the children’s mathematical understanding.

Fluency lessons:

Fluency sessions begin in the autumn term, using the NCETM Mastering Number. This covers subitising, counting, composition of numbers, comparing numbers. 

Assessment:

Children are assessed against the EYFS Development Matters and Early Learning Goals.

Formative assessment is a vital part of the EYFS and forms part of most sessions. Summative assessments are used throughout the year, taking the form of 1:1 and small group focused tasks.

Maths in the classroom environment:

The EYFS classroom has a specific maths area with interactive displays and plenty of practical resources, which are accessible for the children during their independent learning and adult-led activities. Additional resources are regularly added to this area, with the aim of building upon previous learning.

Mastering Number Overview Reception

[pdf 423KB]