Maths at North Wootton Academy
At North Wootton Academy, we aim to provide our pupils with a high quality mathematics education that equips them with key skills and conceptual understanding of mathematical concepts and develops their ability to communicate their mathematical reasoning and become critical thinkers.
We aim to:
● develop mathematical competency and skills and understanding across key concepts
● develop fluent mathematicians who are confident and able to apply their mathematical knowledge to a variety of problems
● develop pupils’ ability to reason about mathematical concepts and make connections within the mathematics programme of study, the whole school curriculum and between disciplines and the wider world
● develop independent problem solvers who take risks in their learning and challenge themselves
● foster an enjoyment of mathematics and create critical thinkers
Curriculum – The mathematics curriculum is structured into units for each year group. Each unit builds upon learning from the previous year group and has been designed so that links between concepts can be made. Units are designed to focus on one specific area of the mathematics curriculum so that pupils have time to deepen their understanding as well as making connections across the different areas of learning. In addition to the core mathematics curriculum, a progression map is followed with regards to the teaching of multiplication and division facts.
Pedagogical approach – The school is currently on a journey to embedding a mastery approach in teaching. As such, North Wootton Academy is working alongside the Norfolk and Suffolk Maths HUB, following a three-year mastery programme which should be completed by July 2021. We strongly believe that becoming a mastery school will help us to deliver our mathematical intent and raise attainment and enjoyment of mathematical learning throughout the school.
Classroom practices – In classrooms, there are many systems in place to support us in achieving our aims. Throughout the school, children are taught to become fluent in the key mathematical concepts.
- In Key Stage 1 and EYFS, classes have a Number of the Day, within which pupils are taught to make connections and apply their understanding of mathematical concepts through just one number.
- In Key Stage 2, all children complete Fluent in Five, which is 5-minute daily sessions looking at fluency within calculations and developing reasoning through discussion of appropriate methods.
- Across the school a CPA (concrete, pictorial and abstract) approach is applied to support depth of understanding across calculations and mathematical concepts (examples noted in calculation policy).
- Dedicated time weekly to the teaching of multiplication and division facts.
- Every maths lesson includes an element of fluency, reasoning and problem solving to develop a depth of understanding across the mathematics curriculum.
- As part of our mastery journey, we are focusing this year on differentiation within tasks to both support and challenge learners through rich tasks which allow pupils to develop their problem solving and reasoning skills.
Daily – On a daily basis, marking and feedback is the most effective way of measuring impact. Live marking is used as much as possible with the children so that teachers are able to gain immediate feedback on the progress being made within a lesson and identify gaps in learning. These are then plugged through either immediate intervention in the lesson or during a short catch up session later in the day. Linked to this, judgements on Key Performance Indicators are recorded within the school markbook.
Additional tracking – Fluency is tracked on a half termly basis to allow staff to identify quickly any ongoing areas of weakness that may need to be addressed in a more formal intervention setting for a short period of time and allows for vulnerable groups to be tracked carefully. In addition, from Year 2 upwards, more formal termly assessments are used (PiXL tests and SATs papers) and full QLAs are taken.
All of this information is used to make a termly judgement about the working level of each pupil; these are then quality assured through a data validation process in data, books and teaching are reviewed by the subject leader and discussed with each teacher to ensure accuracy in assessment. All SEND, EAL and pupil premium champions track these cohorts specifically on a half-termly basis and conduct pupil progress reviews twice yearly. In regard to SEND, this may involve the reviewing of their progress on NAP steps as required for pupils
2 years below the expected level.
Within EYFS and Year 1, key milestones have been identified across the year and these are used to assess the children against and to again identify any gaps that need addressing.