Maths Intent and Implementation
At Carlton, we aim to develop a culture of deep understanding, confidence and competence in maths across the whole school – a culture that provides strong, secure mathematics in each year group. By building confidence, resilience and passion for maths, we show all children that maths is exciting, fun and rewarding. As such, we endeavour to make our work in mathematics engaging for all learners.
Our curriculum is mapped by the White Rose Maths Hub scheme of work. We focus on a progression from concrete resources to pictorial representations and finally into the numerical abstract to aid our children’s conceptual understanding. As a result, we are seeing a growth in confidence in all our learners, especially in areas of problem solving and reasoning.
In EYFS, Maths involves providing children with opportunities to develop and improve their skills in counting, understanding and using number, calculating simple addition and subtraction problems and describing shape, space and measure. Children are taught in focused groups, concentrating on specific skills and concepts that are relevant to their journey in learning. They then have opportunities to continue to explore and develop their understanding within continuous provision. Children use a range of concrete resources to enhance and reinforce their understanding of maths.
In KS1, maths is taught daily using a concrete, pictorial and abstract approach, alongside the use of the White Rose Maths scheme of work. In addition to daily maths lessons, children consolidate and apply their knowledge learnt from classroom sessions, this is accessed during continuous provision sessions, both indoor and outdoor. Big maths is used three times a week to aid and encourage fluency with number operations. We provide fun and engaging activities to motivate and enthuse children, hopefully giving them a love of maths.
We use the Yorkshire and Humber Maths Hub’s ‘Same Day Intervention’ (SDI) model to structure every maths lesson in KS2. This model is designed to enable pupils to “keep up” not “catch up.” Every lesson begins with the teacher modelling the learning using an ‘I do, you do’ approach. Pupils are then given time to answer questions independently. The teacher then has time to mark the children’s work and group the children based on how they answered the questions. The aim is to give extra support to the children who require it, ensuring all children reach a certain level of understanding by the end of the lesson. This prevents an achievement gap from forming. Whilst the teacher addresses misconceptions with the intervention group, the teaching assistant supports the rest of the class in deepening their understanding of the concept through reasoning and problem solving. The children who have demonstrated a good, secure level of understanding in the first part of the lesson are moved onto more challenging questions and problems to work on and reason about.
TT Rockstars is used from Y3 to Y6 with children taking part and competing in National Times Table Wrangle competitions. This again is not only very engaging, but helps children increase fluency and speed when recalling multiplication and division facts.
Our Deputy Headteacher is The Maths Lead for SDI for Yorkshire and Humber Maths Hub, she is also our maths lead in school.
Maths Teaching
Maths is taught on a daily basis through a range of both formal mats lessons and links to other areas of the curriculum. We believe that every child can do maths. At Carlton our aim for all our children to have deep understanding, confidence and competence in maths. we provide a culture that provides strong, secure learning and real progress. Our teachers have access to quality assured resources from a range of providers. We aim for all children to meet their potential in maths and feel successful, our children keep up and not simply catch up in maths.
Same Day Intervention
We successfully use Same Day Intervention (SDI). This is a teaching method where the teacher adapts their teaching style based on the Shanghai Model, for example frequent modelling and the use of "I do", "You do"approach
After approximately 25 minutes children answer carefully chosen questions independently based on the first part of the lesson. Following this is a progress pit stop where the teacher uses a highly effective marking system to assess children's understanding. the children are then grouped accordingly for the remaining 25 minutes of the lesson. Children who show a secure understanding work on more age related tasks or tasks to develop deeper understanding and greater depth learning. Where children have not fully understood the concept or show misconception they work directly with the class teacher. the aim is to use additional support from the teacher to ensure all children reach a certain level of understanding by the end of the day. this helps to prevent attainment gaps from forming.
