Mathematics at Barlby Primary School

At Barlby we aim to:

1. Build on successful outcomes over time
2. Equip children with the skills of calculation, reasoning and problem-solving that they need in life, within the school day and beyond
3. Develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary
4. Develop a range of efficient mental calculation strategies for all four operations;
5. Be confident using written calculation methods for all four operations.

Planning

Planning in mathematics is in line with the structures and recommendations outlined in the National Curriculum Programmes of Study. Our weekly plans identify the specific learning intentions for each lesson and give details of how the lessons are adapted. Day to day, small, progressive steps are made in order for all children to understand key concepts. Across all year groups, we follow medium term programs of study, which map out the year’s curriculum across the three terms. The class teacher will then complete weekly planning to ensure an appropriate balance and distribution of work across each term and that all units are taught.

Lesson Structure

The structure of a lesson will vary based on the topic covered and the needs of the pupils. Steps throughout a lesson are small to ensure that all pupils understand the key concepts before they are exposed to new ones. It is important that nothing is assumed and that all key prior knowledge is revisited as appropriate. It is expected that all pupils have the opportunity to apply their understanding of a topic as a result of their exposure to rich and deep mathematical problems. During a lesson or a series of lessons children will be given the opportunity to practise new skills, apply these skills in different ways as a result of variation or within a different concept and reason and explain about the concept.

Adaptation

Learning in each lesson is adapted to meet the needs of each individual learner. In Year Six children are streamed for maths lessons. Children in all other classes sit in mixed ability pairings to allow collaborative learning, exposure to different opinions about the same work and regular opportunities for discussion of answers to support pupils’ reasoning skills and check and deepen their understanding. Learners are supported by the structure of the lesson, their peers and additional adults as well as scaffolds provided by teachers. Children are extended as a result of higher order questioning and problem solving, rather than acceleration to new content. It is expected that all pupils will experience challenge in a lesson.

Marking

All adults in the classroom mark during the lesson, in a time efficient manner, to allow an immediate evaluation of understanding to be achieved by the end of the lesson. This allows for misconceptions to be addressed on the same day or during Guided Maths the next day, ensuring all children understand the concepts taught. If there is a common misconception, the whole class will be exposed to it within the next lesson. Teachers use purple to highlight a development area and provide an RTM (respond to marking) when they feel the child needs consolidation or challenging.

Assessment

Formative assessment forms a crucial part of every lesson and as such is built-in to lesson design. It is therefore important that classroom activities are well-structured providing regular opportunities for discussion as well as further opportunities for reasoning and problem-solving skills to be developed. Summative assessment using PUMA Maths assessment, completed at the end of each term, provides an age- standardised score for each child, enabling teachers to monitor and track pupil’s progress. Where progress is not secure, then more detailed monitoring and recording may be justified.

Mastering Number at Reception and Key Stage 1

This project aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.

Times Tables Rockstars 

Times Tables are at the heart of mental arithmetic, which in itself helps form the basis of a child’s understanding and ability when working with number. Once the children have learnt the times tables and related divisions by heart, they are able to work far more confidently and efficiently through a wide range of more advanced calculations. 

According to the new National Curriculum the expectation of times tables in each year group is as follows:

Year 2 - 2x, 5x, 10x
Year 3 - 3x, 4x, 8x
Year 4 - 6x, 7x, 9x, 11x, 12x
Year 5 - All x and ÷ facts (12x12)
Year 6 - All x and ÷ facts (12x12) and related language/symbols e.g. % and square root

We encourage everyone from Year 2 - Year 6 to log into Times Table Rock Stars to practise their knowledge of times tables and the related division facts. You can log in using the link below or download the app on to a handheld device.

Click here to login to Times Tables Rockstars

Home Learning

Home learning is given on a weekly basis in Key Stage 1 and Key Stage 2 – the children will have a Maths Home Learning book. It provides the children with an additional opportunity to consolidate the key learning from the week. It follows the similar format to the learning completed during the Maths lesson and examples are provided to remind the children or the method they should be using.

Please click here for Maths National Curriculum