^{At Cullercoats, we believe that we strive to instill in our children a love of learning for Maths, both in the classroom and in the world around them.}

Subject Leads - Mrs Clair Watt (EYFS and KS1) and Miss Ashleigh Forster (KS2)

INTENT

“At Cullercoats, we believe that we strive to instill in our children a love of learning for Maths, both in the classroom and in the world around them.” By working together, all children will develop and reach their full potential and become fluent, confident mathematicians. We offer a broad range of cross curricular activities to enhance and consolidate Maths skills and knowledge. 

Our aims are to ensure that all pupils: 

• become fluent and confident in Maths. 

• develop a sound mathematical vocabulary in order to be able to confidently reason and problem solve. 

• use and apply their mathematical knowledge in a range of contexts. 

IMPLEMENTATION

Our journey towards developing a Maths Mastery curriculum began in September 2020, Both Maths Leads have worked alongside Maths Mastery Specialists and Leads from regional schools to observe teaching and work in collaboration as part of the National Centre of Excellence in the Teaching of Mathematics (NCETM) Research Group which is linked to the Maths Hub National Programme. As part of this development Cullercoats invested in a wide range of manipulatives for Nursery - Year 6 to support the teaching of Maths with an initial focus on Representation and Language, including the use of stem sentences.  

At Cullercoats, we follow the National Curriculum and use the White Rose Maths Schemes of Work as a structure for teachers to support their planning and assessment. This also incorporates the concrete, pictorial and abstract (CPA) educational approach. The CPA is an educational approach that uses a three-step process to teach abstract concepts, especially in mathematics by first using hands on objects, then visual representations like diagrams, and finally abstract symbols like numbers and operators. In addition the White Rose Maths scheme also supports small steps of learning which ensures an inclusive and adaptive approach for all learners.  

Since our Maths Mastery journey began, staff throughout the school, from EYFS, Key Stage One and Key Stage Two have attended Maths Mastery training to develop staff skills and adapt their teaching styles to incorporate the Maths Mastery approach within their daily lessons.  

Maths in our classrooms

Our teaching of Maths across the school is underpinned by Rosenshine’s Principles of Instruction, ensuring that learning is broken into small steps, supported by daily review, explicit modelling, guided practice, regular checking for understanding, and opportunities for independent practice. These principles strengthen pupils’ retention, fluency and confidence in Maths 

In Early Years, the White Rose Maths small steps of learning are used to scaffold the Early Years Curriculum and ensure our children are given daily opportunities to develop their understanding of number, measurement, pattern, shape and space through a combination of short, formal teaching sessions as well as a range of planned structured play situations. There is plenty of scope for exploration.  

In Key Stages 1 and 2, daily Maths lessons are delivered with an adaptive practice in mind to meet the needs of all children. The White Rose Maths – Flashback 4’s are used to consolidate prior learning and to inform planning and teaching. Lessons are designed on the principle of ‘concrete, pictorial to abstract’ and where applicable, a wide range of manipulatives are used in order to support children. This enables them to understand key concepts, and become fluent in methods of calculation. Misconceptions are identified and addressed as and when they arise. 

Quality First Teaching alongside high quality age appropriate mathematical language is used throughout the entire school. Children use their Oracy skills along with talk partners and stem sentences throughout each lesson to underpin their mathematical understanding. All children will be actively involved in each Maths lesson where adaptive practice is used alongside differentiated questioning, challenge tasks and individual support when required. Cross curricular opportunities are provided to further develop and support the teaching and learning of Maths. 

Next Steps… 

The main focus in school will be on staff becoming familiar with and subsequently delivering the Mastering Number approach to develop the fluency and automaticity of times table facts up to 12x12. 

IMPACT

Our school are currently using the Sonar system to track, measure progress and attainment of all pupils against age related expectations. Data is analysed to identify any children who have not yet met age related expectations in order for teachers to plan and adapt their practice accordingly. In Year 1 to Year 6, White Rose end of unit and termly assessments, along with GL yearly assessments (Y2-Y6) and teacher assessment are used to inform staff of each pupil’s progress and achievement. These inform the whole school tracking data. In our Early Years, pupils are assessed throughout their time with a summative assessment made against the Early Learning Goals at the end of Reception. 

Appropriate challenge is set as and when necessary, ensuring children will all reach their full potential, consolidating their mathematical thinking, reasoning and fluency. 

Our Maths Curriculum will ensure that all pupils have developed an enjoyment and a love of learning for Maths, where they are academically prepared for life beyond Cullercoats and throughout their educational journey.